This study examines the current state of computer-aided design (CAD) in architectural education, revisiting early 2000s debates on digital design integration in Bachelor of Architecture programmes. Using a mixed-methods approach, the study analyzes curricula from 50 European architecture schools and reviews foundational scholarship on CAD education. The study examines how, when, and what aspects of digital design are taught, considering rapid advances in AI and the growing emphasis on sustainable design. Two main methods of CAD integration are identified: through dedicated courses and integrated into existing courses, with schools split between these approaches. Most dedicated digital design courses occur in the first years, suggesting a shift toward early integration. However, CAD remains largely framed as a representational tool since it is frequently embedded in drawing courses. Despite growing scholarly interest in early integration of advanced topics such as parametric design, current curricula primarily emphasize general digital design methodologies.