Currently, the changes of functionalist tendencies within universities and faculties with an artistic profile is a pedagogical and cultural challenge concerned with the formative education of students in acquiring competitive professional competences in the educational process. The Faculty of Architecture at TUM is in a permanent process of searching for the best ways and alternative concepts for the academic training of the architects. When becoming a student, the young one walks on the path of education and self-education - continuous professional education. The university activity includes all the fundamental knowledge and skills for a certain field, which will allow the educated person to orient themselves in the new conditions of life and professional activity. Therefore, in the transition to the intensive education, we will, firstly, be interested in the attitude and the cognitive, moral, aesthetic, spiritual interest towards the professional competence and the acquiring perceptions, and then the forms and methods of personality development in this direction. Experience and research show that the architecture students and the young graduates of architecture from TUM, demonstrate, later in their professional activity, gaps in the fundamental knowledge; lack of skills to use theoretical knowledge in practice and to use the visual language at a professional level in different situations in the representation of projects; lack of critical attitude towards their activity which is accompanied by confusion over traditional and modern values. We can certainly emphasize that the importance of aesthetic education in higher education at the specialty of Architecture, is to sensitize the students, helping them to understand, perceive, appreciate and create the beautiful authenticity through aesthetic values. It requires us to help them develop the aesthetic sense in accordance with the rules of beauty, harmony, balance and expressiveness of social existence. The elaboration of a new program remains an indispensable component for the formation of the professional competences in the higher education, for the development of the capacity of the architecture students to notice the beauty in nature and art, to observe, perceive, memorize, imagine, improvise, judge creatively and form professional skills and habits. Due to the rapid development of advanced techniques, these tendencies prefigure the knowledge and determination of the beautiful, being a cause of satisfaction of human needs. From this perspective, the connection between the aesthetic sensibility and the formation of the aesthetic taste represents the quality and the capacity of the architecture students in appreciating the beauty and the aesthetic values. Taking in consideration all mentioned above, it is advisable to increase the artistic subjects in the university programs, to add programs that involve a wide range of activities for the development of the creative thinking. Naturally, the purpose and content of the programs change depending on the requirements of the society. In these conditions, we note the importance of the development of the professional interest and the intellectual capacities, ensuring the formation of the future architect’s personality through various forms and methods of intensification of education in higher institutions. The professionalization process for the architect’s career involves the continuous use of scientific theories and cultural values in the field of aesthetic education.