Abstract
The present study investigates how the only current two bachelor of landscape architecture (LA) curriculums in Saudi universities consider the International Federation of Landscape Architects' (IFLA) twelve areas required for LA education. This is to explore differences, which will highlight the focus of the LA field in each program. This study categorizes the courses in each of the two LA curriculums based on their primary focus and degree of fit to IFLA's twelve areas through examining carefully the courses' titles, descriptions and objectives. Findings indicate that both curriculums show the highest strength in IFLA's three areas out of twelve, which include landscape design, theory and methodology as well as site engineering. The study also finds that both LA curriculums show a significant weakness in the area of public policy and regulation and an imbalance in the coverage of IFLA's areas in elective courses. Also, one of the LA curriculums shows a higher percentage of credit hours in the courses that do not fit IFLA's areas for education. The research approach applied in this study offers programs directors and researchers in LA or any other fields of education an easy and effective approach to review and assess curriculums according to a set of international criteria for education. Further research on the minimum coverage requirements of IFLA's twelve areas in LA curriculums is required.