Under the Belt and Road Initiative, whether architectural education effectively supports sustainability-oriented overseas practice remains insufficiently evidenced. Anchored in the Royal Institute of British Architects (RIBA) and the National Architectural Accrediting Board (NAAB) competency frameworks, this study constructs a tripartite analytical framework linking international standards, educational curricula, and overseas job requirements. Based on curriculum texts and 200 overseas job postings from major international recruitment platforms, paragraph-level semantic alignment is quantified using TF-IDF weighting, SBERT-based embeddings, cosine similarity, and clustering analysis. The results indicate a clear structural divergence: while domestic architectural education shows moderate alignment with overseas demand in foundational technical competencies (average similarity 0.58–0.62), it consistently underperforms in sustainability-critical dimensions—including BIM-based collaboration, international standard adaptation, cross-cultural coordination, and professional ethics—with similarity values below 0.45. This misalignment reflects a systemic imbalance between design-centered training and the governance-oriented competency structure required for sustainable overseas projects, providing a quantitative diagnostic basis for reconfiguring sustainability-oriented architectural education.