Teaching Sustainability is a complex and demanding task requiring a multidisciplinary approach as is clearly demonstrated by the world focus on the UN Sustainable Development Goals (and specially goal 11: Make cities inclusive, safe, resilient and sustainable). The flipped classroom methodology facilitates the necessary discussion for embedding different points of view on the learning process. In this way students can effectively receive out-of-class and in-class opportunities to promote personal learning. However, structuring the huge amount of information handled is a very difficult tasks for students. In order to develop students’ learner autonomy or develop high-level thinking skills to achieve the learning competencies embedded on an Interdisciplinary Sustainable Architecture (ISA) curriculum, the use of mind-mapping learning strategy is known an effective knowledge construction tool for helping students’ organizational thinking. Beyond this fact, many previous studies have considered peer assessment as an effective learning strategy to provide students with a teacher’s perspective view to think and evaluate knowledge acquisition. This research presents relevant results on the use of mind-maps with an online peer assessment approach. This tool is embedded as a key element for structuring Sustainability Assessment knowledge within a course based on the flipped teaching methodology. Moreover, an experiment has been conducted to evaluate the advantages and disadvantages of the proposed approach on students’ learning analytics such as time involvement and learning reflections. It is important that educators use an online peer assessment learning environment for learners and aim for the goals to help learners become more critical, independent, and autonomous in the development of any Sustainability curriculum.