Speakers
Description
Urban design education, unfortunately, holds a marginal position within spatial planning curricula in Poland (Belof & Kryczka, 2024). This situation stems from the absence of coherent program requirements and recent (2022) formal classification of spatial planning field of study to the discipline of human geography. As a result, there has been a radical weakening of the educational links between planners and architecture and landscape architecture. Consequently, this shift has led to a departure from creative, design-oriented methods in favour of analytical competencies, prioritizing subjects such as spatial and socio-economic analyses, particularly within GIS environments.
The diminished emphasis on urban design education within the curriculum can, to some extent, be mitigated through the quality of its delivery. However, this largely depends on the specialized expertise and practical design experience of lecturers, as well as their ability to employ innovative and unconventional pedagogical approaches to engage students effectively. Nonetheless, our preliminary observations reveal systemic issues in this domain, including the lack of standardized qualifications for academic staff. This absence of clear guidelines risks further marginalizing urban design as a subject and undermines students’ capacity to understand the principles governing urbanized spaces and to address associated challenges creatively.
In this study, we aim to assess the quality of urban design education by analyzing the academic profiles and professional competencies of lecturers responsible for teaching this subject within spatial planning programs at Polish universities. The study will examine trends and pedagogical methodologies employed by various institutions and address critical questions: Who is responsible for delivering urban design education? What is the extent of their expertise in this field? And what potential implications might this have for the academic rigor and practical relevance of urban design education in Poland?
The study will integrate quantitative data concerning academic programs and employment alongside qualitative insights obtained through direct interviews with management and teaching staff at various Polish universities. By employing this approach, it aims to stimulate a broader discussion regarding the value and role of urban design within spatial planning education in Poland. Furthermore, it seeksto verify whether current educational practices and trends align with global developments in urban design education for planners.
References
Belof, M., & Kryczka, P. 2024. Between Architecture and Planning: Urban Design Education in Poland against a Background of Contemporary World Trends. Journal of Planning Education and Research, 44(3), 1030-1047. https://doi.org/10.1177/0739456X211057205
Belof, M. 2010. Wymogi edukacyjne wobec absolwentów kierunku Gospodarka Przestrzenna - refleksje z poziomu planowania regionalnego. In: Poprawa jakości i efektywności planowania i zarządzania rozwojem w administracji publicznej: wyzwania wobec kształcenia na kierunku gospodarka przestrzenna, red. Kudłacz, T., Markowski, T. Biuletyn KPZK PAN, vol. 244. pp. 64-68. Komitet Przestrzennego Zagospodarowania Kraju PAN, Warszawa.
Frank, A.I., et al., 2014. Educating planners in Europe: a review of 21st century study programmes. Progress in Planning. https://doi.org/10.1016/j.progress.2013.05.001
Solarek, K., 2019. Urban Design in Town Planning. Current Issues and Dilemmas from the Polish and European Perspective. Warsaw, Poland: Oficyna Wydawnicza Politechniki Warszawskiej.
| Keywords | pedagogy; planning education; planning curricula; urban design; urban planner |
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