This article reflects on the concepts of “educational landscapes” and “socio-spatial educational environments” and how they can inform the practice of architecture and urban planning for the promotion of a sustainable and balanced urban development. Following a brief conceptual discussion and presentation of case studies in Germany and Peru, space is recognized as an educational category inasmuch as education is a spatial category. In broad terms, the article concludes that, while progress has been made in the promotion and achievement of educational landscapes and socio-spatial educational environments, significant challenges remain to integrate them more decisively into architecture and urban planning practice and therewith to urban development processes.