This double issue explores the growing role of ecological thinking in design education. What should architecture students learn to prepare them for a changing practice? Which new forms of knowledge and skills do they need to acquire? What do they need to “unlearn”? To answer these questions and more, it presents a diverse collection of 34 situated initiatives, such as course descriptions, reflective articles, and student projects. By capturing a pivotal movement of transition – one where design pedagogy turns into a laboratory of ecological thinking and design is redefined not by what it realises, but by how it relates to its context – the compilation acts as an invitation to dialogue.