Sustainable built environment education is currently structured around discrete technical competencies, producing knowledge that exists but remains limited in its capacity to drive transformation. Fragmented across disciplines and siloed within professional roles, this knowledge struggles to translate into the consequential change that industry practice demands. Despite growing sustainability content in architecture, engineering and construction curricula, the frameworks developed to address this gap have been built largely through theoretical synthesis and academic consensus rather than direct engagement with practitioners, leaving the commercial and advocacy dimensions of sustainability capability underexplored. Drawing on interviews with practitioners across the Australian built environment value chain, this paper develops a framework of four interdependent learning priorities: technical environmental literacy; circular economy and whole-of-life thinking; compliance, regulatory navigation; and business integration and advocacy for change. The framework reframes the educational goal from the accumulation of discrete competencies aligned to professional roles to the development of integrated capability across the full breadth of the built environment workforce. The implications for curriculum design are discussed, with particular attention to the role of industry collaboration, capability-oriented pedagogy, and stackable credential pathways in creating the conditions for this integration to be consequential in practice.