Challenges related to the climate crisis and its consequences, such as rising sea levels, urban heat islands orfloods, engender pressure on architectural education. Sustainable design often inclines to regenerative one - an emergingtrend focused on the restorative power of architecture. The question appears upon the tools and methods that wouldfacilitate both students and academics to address new challenges. This article offers insights into one of such methods basedon the integration of students into research programmes. The European Union’s Horizon 2020 research project SOSClimate Waterfront and follow-up interdisciplinary courses and events offered to students at Gdańsk University ofTechnology, Poland; KTH Royal Institute of Technology, Stockholm, Sweden; and Laval University, Quebec City, Quebec,Canada, are presented to illustrate this process. Starting with research by design approaches, and continuing with follow-upinitiatives, groups of students gradually extend their areas of experimentation empowering urban designs with nature-basedsolutions (NBS), building their critical reflection through an immersion in the science-art-engineering nexus, virtualexperience of nature or through creative writing about climate futures. Published, exhibited and awarded students’ worksconfirm numerous benefits and efficacy of the proposed research-based architectural education.