Abstract
Nature-based Solutions (NbS) are increasingly recognized for their potential to address complex urban sustainability challenges; however, their integration into higher education curricula within built environment disciplines remains fragmented. This study examines how NbS contribute to the development of professional sustainability competencies and identifies pedagogical strategies most effective for embedding NbS in built environment education. A mixed-methods design was adopted, combining bibliometric analysis of 919 publications (2015–2025) with a systematic review of 26 peer-reviewed studies. The PRISMA framework guided study selection and screening, ensuring methodological rigor and transparency. The bibliometric analysis maps research trends, knowledge structures and thematic developments, while the systematic review evaluates pedagogical approaches and their impact on student learning outcomes. Results reveal six major clusters of teaching strategies and six corresponding competency domains. Experiential, project-based and place-based learning consistently produce the strongest gains in ecological understanding, socio-emotional skills and sustainable design competency. However, implementation remains uneven across disciplines and regions, and standardized metrics for assessing competency development are largely absent, limiting comparability. The findings highlight the need to embed NbS across curricula using integrated, interdisciplinary frameworks to strengthen systems thinking and ecological literacy among graduates.