Much of today’s building activity involves the reuse of existing structures, which represents a sustainable approach to the environment. Therefore, it is essential for architecture students to understand the principles of conservation and reuse of heritage buildings. Despite this necessity, courses on the reuse of architectural heritage at undergraduate level remain limited. In contrast, many universities in Europe and the USA offer numerous graduate level courses that address this topic.

This paper describes the introduction of architectural heritage conservation courses at undergraduate and postgraduate levels within the Department of Architecture at the University of Cyprus. In particular, it addresses the compulsory ‘Vernacular Architecture and Contemporary Issues’ course, taught in the 3rd year of the undergraduate architecture programme, which deals with heritage issues and the reuse of traditional buildings. This course is then compared with the compulsory introductory postgraduate course ‘History and Critical Theory of Conservation’. There are both similarities and differences in the teaching of architectural heritage conservation between the undergraduate and postgraduate courses. The aim of the postgraduate programme is to professionally train students for careers in conservation, while the undergraduate programme aims to provide a general knowledge base, so that students have the basic resources to potentially specialise in this field in the future. In both cases, the subject of study is cultural heritage. At the undergraduate level, study focuses on vernacular architecture, while at the postgraduate level, it centres around historic buildings. In both cases, the emphasis is on how buildings from the past are valued, preserved and passed on to new generations.

The promotion of critical thinking and the inclusion of research methods and tools within the teaching are important. The emphasis on research skills and methods intensifies at the postgraduate level, where engagement with research is more significant. At both levels, project work is an essential learning tool, allowing students to apply their theoretical knowledge in practice. Thus, learning by example and experimentation is a vital component of the learning process. The combination of various teaching methods, including lectures and projects (learning by doing), equips students with the skills needed for a holistic, interdisciplinary approach to the rehabilitation of the built environment. Learning extends beyond theoretical lectures to include site visits and fieldwork, so students also acquire practical tools for heritage management. The participation of professionals from the field, especially at graduate level, enhances the students’ professional training.

Through these courses, the architects of tomorrow are equipped with the tools and knowledge needed to manage cultural heritage. They become familiar with the disciplines of conservation and reuse of existing structures and develop a respectful attitude towards the built environment, for the benefit of society.

Keywords: Conservation, restoration, reuse, learning, heritage.