У дисертаційному дослідженнірозглянуто становлення і визначені основні етапирозвитку Київської архітектурної школи.Обґрунтовано зміст поняття "архітектурна школа". Виявлені методологічні особливості архітектурних шкіл, за допомогою аналізу вітчизняних та закордонних вищих навчальних закладів мистецького та архітектурного спрямування. Розглянутодосвід організації освітніх просторів архітектурно-інженерних вищих навчальних закладів та обґрунтовано необхідність модернізування матеріально-технічної бази. Доповнені наявні відомості про провідних професорів та випускників архітектурного факультету Київського національного університету будівництва і архітектури та визначено вплив їх науково-творчих здобутків,які відображають основний результат підготовки архітектурною школою. Сформовані принципи розвитку та запропоновано вектори модернізування Київської архітектурної школи як складової системи освіти України.^UIn the dissertation research formation is considered and the main stages of development of the Kyiv architectural school on the basis of the collected and systematized considerable research material are defined. The content of the concept of "architectural school" is revealed. The choice of Kyiv National University of Construction and Architecture as a basis for the study of the Kyiv architectural school on the following factors is justified: age, number of applicants for higher education, the number and quality of the teaching staff, the branching of system units in Ukraine, the quality of graduates. In addition, it has historically formed its own scientific and pedagogical school, which objectively influenced the formation and development of higher architectural education in Ukraine. The methodological features of architectural schools are revealed, with the help of the analysis of domestic and foreign higher educational institutions of art and architectural direction. The main world educational programs of higher education institutions, namely the educational program in the United States and the Bologna system of education in Europe, were determined by the example of universities that lead in the world rankings of architectural education. The author highlights the domestic example-the embodied project of the architectural building of KNUCA and the prospects for the development of educational spaces of the architectural school are proposed. Supplemented and corrected knowledge of leading experts – professors and graduates of the faculty of architecture of Kyiv National University of Construction and Architecture. The influence of scientific and creative achievements of leading specialists-professors and graduates of the faculty of architecture on the formation of the architectural school of KNUCA and the country as a whole is determined. The paper examines the creative role of the graduates of architectural faculty KNUCA, among whom are prominent Ukrainian architects, the famous scientists, National and Honored architects of Ukraine, winners of state awards, the chief architects of Kyiv and other cities in Ukraine and abroad in different years, the architects who became famous and achieved outstanding results in other industries. In the work the interrelation of architectural education and architectural practice is proved, as actually the Kyiv architectural school was formed on the basis of two components: educational (higher educational institutions of architectural and art direction) and scientific and design (research and design institutes). They coexisted in close contact with each other, so many practitioners and theorists were at the same time teachers of educational institutions, which is clearly confirmed by the author in this work. The principles of development of the Kyiv school of architecture as a component of the education system of Ukraine, namely the principle of continuity, innovation and integration.