<p>The UK architectural education system has developed a highly regarded international reputation for excellence. In recent years, with increasing emphasis on the government’s environmental and health and safety commitments, calls for change on the competencies required of architects and their roles have reached a peak within the architectural profession in the United Kingdom. Internationally, growing demands for modernisation and specialisation in the educational system and regulatory framework have emerged under the pressures of digital technology advancements. In response to these evolving issues, the Architects Registration Board, as the British professional regulator, has published new competency-based proposals to reform the current framework. This paper aims to critically examine whether the Architects Registration Board’s initiatives effectively address the long-standing issues in both academia and practice. Employing a historical and qualitative methodology, the research traces key patterns of architectural education reforms and undertakes a detailed analysis of each category within the proposals to evaluate the challenges and implications. The findings suggest that the initial proposals, ‘Tomorrow’s Architects’, fail to adequately resolve persistent issues. Instead, their emphasis on an outcomes-based approach risks exacerbating existing challenges. This study concludes that substantial refinements to the proposed framework are essential for achieving successful reform prior to its planned implementation in 2027. It represents the first comprehensive investigation into the historical trajectory of British regulatory frameworks for architectural education and, as such, provides a cornerstone for future studies.</p>