AI-Supported Comparative Analysis of Sustainability in Value and Performance Dimensions in Schools with ICert in Türkiye

The integration of sustainability into architectural education has become a central concern in response to global environmental challenges and evolving professional standards. Accreditation systems play a significant role in shaping how sustainability is conceptualized and implemented within architectural curricula. This study investigates how sustainability is framed within two international accreditation frameworks, National Architectural Accrediting Board (NAAB) Accreditation (2020/2025) and NAAB International Certification (ICert, 2019), and examines how these conceptual frameworks are reflected in architectural education in Türkiye. Using an AI-supported comparative content analysis, the study categorizes sustainability-related concepts in accreditation documents into three analytical clusters: normative (value-oriented), performative (technical and measurable), and hybrid (integration-oriented). The conceptual distribution identified in these frameworks is then compared with institutional documents and curriculum structures from two ICert-certified architecture programs in Türkiye. The findings reveal that while sustainability appears in curricula as both normative discourse and technical knowledge, its integration into design processes remains limited. In particular, environmental performance data and technical competencies are often confined to specialized courses and rarely translated into design synthesis within studio education. The study further examines the building envelope as a proposed case to illustrate how sustainability knowledge can shift from isolated technical expertise to integrated decision-making. By combining accreditation analysis with AI-supported curriculum mapping, the study proposes a methodological framework for evaluating the integration of sustainability in architectural education and highlights structural gaps between sustainability discourse and its performative implementation in design pedagogy.