الفهرس 
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Abstract
Sustainable communities meet the diverse needs of existing and future residents, their children and other users, contribute to a high quality of life and provide opportunity and choice. They achieve this in ways that make effective use of natural resources, enhance the environment, promote social cohesion and inclusion and strengthen economic prosperity. To create sustainability in a community, architects need to integrate the concept of sustainable community development in their actions both as citizens and professionals. While the role of architects as professionals can be defined as a process to preserve, improve and create the required quality of built environment under the particular condition of each community, in an ideal and sustainable world their role as citizens should be to become sustainable members of their own community. This thesis aims to consider ways in which architects can fulfill both roles and thus act for community sustainability. This analysis suggests principles on which architects can base their actions in sustainable community development, related to realization of their roles and responsibility, personal self-improvement, professional and citizen actions for a sustainable community, and collaborative development. The education of architects is the main point that will be focused on. However, there is currently no clear evidence of definitive framework in training the professionals to be environmentally literate. The thesis is an extended comparative analysis conducted to assess the level of integration and implementation of sustainability issues in the curricula of programs at the schools of architecture in Egypt. It will look on the level of awareness and training background of educators on sustainability and the sustainability content in studio projects and related courses. Based on the earlier findings, this thesis recommends the organization of more training programs related to sustainability, the revision of existing curricula to inculcate sustainability awareness at lower years and the incorporation of humanistic aspects of sustainability into architectural education.