Over the past decade, several new approaches have emerged to renewable energy education that seek to address the needs of the 21st century for sustainable energy supply systems. In addition, unlike conventional architectural education which does not cover renewable energy issues in its curriculum, these days, renewable energy education has an identity of its own within the discipline of architecture. This paper will clarify academic obstacles that are impeding the development of sustainable architectural education. These obstacles include: ambiguous definitions of sustainable architecture, confusion over the meaning of sustainability, and lack of experts in this field. In the last part of this paper we compare academic architectural education in the field of renewable energy in two countries, Iran as a developing country in Asia and Australia as a developed country in Oceania. Lessons can be drawn from these case studies in regard to the obstacles and progress in the development of sustainable architecture education. (C) 2010 Published by Elsevier Ltd.