The sustainable development goals are projected to be fulfilled by the year 2030. SDG 7 ensures access to affordable, reliable, sustainable and modern energy for all, in conjunction with SDG 4 quality education, in specific, education for sustainable development and global citizenship, drives schools of architecture and design to integrate energy theory as part of the coursework at the undergraduate level. The mid-stage architectural study is the level at which students start analysing and synthesising principles and theories learnt from year 1 and start applying them at a practical level in their design solutions. This paper will discuss introducing energy efficiency in Year 3 and integrating climatology and energy-efficient strategies of both passive and active means through different exercises. It will also discuss the teaching methodology and document the analytical work of studies regarding energy efficiency comprehension and interpretation in design. One of the objectives is to push students to understand personal responsibility as individuals and designers towards SDGs and at a broader scale sustainability. The exercises are given starting in the form of questionnaires and surveys, leading to discussions. Then the students are encouraged to analyse the strategies that are given, and the problems and issues of climate-responsive design are inferred. The final step is to understand students’ comprehension by evaluating their ability to problem solve and implement in their respective design projects. The main strategy to help in connecting the theoretical to practical is by horizontally integrating the energy-efficient architecture subject with the studio that aims at having the design project of mixed-use building at two different sites which helps in understanding energy-efficient features at the macro- and micro-level while also intervening at the site and built-up level.