Australian architectural education in the pluriverse

Among the design disciplines, architectural education in Australia has a unique con-straint: accreditation. On one hand, competency requirements by accrediting bod-ies potentially limit an educator’s autonomy and curriculum development. oth-er, competencies define regulate profession ensuring standard knowledge skills. In this paper, we analyse pedagogical professional impacts of 2021 “National Standard Competencies” for Australian architects, particularly inclusion Indigenous Knowledge first time. Together with recent Indige-nous Design Charter – Communication Design, these signal shift that suggests vision closer to Escobar’s “design pluriverse”. Embedding world-views through mandatory is step changing not only pedagogy but also professions.