Landscape architecture has a crucial role in designing landscapes to influence how they perform in a desired manner and provide more resilient and adaptive environments. Sophisticated analytical and design tools and techniques exist along with data from a range of allied disciplines that have the capacity to inform and transform the way landscape design approaches are conceived. However, these are not widely embraced across landscape architectural design schools as a status quo. This paper aims to provide a prompt to initiate a critical theoretical discussion on the future pedagogical foci for digital landscape architecture education discourse at the forthcoming DLA conference in 2023. The critical question is, what is the future direction of digital landscape architecture education to address the pressing and complex challenges of the climate crisis? For the purpose of this paper and the conference, we have limited the focus to three streams of digital landscape architecture: approaches, tools, and techniques. These critical streams of the discipline are framed through a brief synopsis capturing lineages from the 1960s to identify their influence on landscape architecture design education. Patterns and processes that lead to shortcomings in implementing the approaches are discussed. This is concluded with a set of questions derived from identified gaps to stimulate a targeted discussion on the future trajectories of digital landscape architecture education.