Speaker
Description
This study examines how innovative pedagogical practices can equip future generations with the skills and knowledge necessary to address the socio-economic and environmental challenges of our time. In line with the AESOP Track 8 "Education and Skills," this research integrates experiential learning and transformative teaching methodologies to foster critical and creative capacities in students.
The findings stem from the European-funded project "REPLACE - REgional governance and PLAnning processes dealing with social justice and the territorial Cohesion policy in Europe," conducted between 2023 and 2024. These activities introduced key concepts of spatial justice, sustainability, and urban planning using participatory approaches. A central innovation was the REPLACE Pedagogical Game, designed to make complex urban planning principles accessible to primary school students through role-playing, resource management, and collaborative problem-solving.
Key pedagogical themes addressed in the game include:
• Fostering Transformative Skills: The game emphasised critical thinking, problem-solving, and decision-making through activities that required students to balance social, environmental, and economic constraints.
• Experiential Learning: By actively participating in urban planning scenarios, students learned by doing, engaging directly with concepts such as resource scarcity, equity, and sustainability.
• Collaboration and Interdisciplinarity: The role-differentiation within the game—featuring positions such as "Treasury Accountant," "Harmony Guardian," and "Shape Creator Master"—encouraged teamwork and interdisciplinary dialogue, reflecting the collaborative nature of real-world urban planning processes.
• Civic and Spatial Awareness: Students were challenged to address socio-spatial inequalities by designing equitable solutions that considered the needs of diverse user groups and the environmental impacts of their choices.
The game was piloted within workshops conducted at the International European School "Altiero Spinelli" in Turin, Italy. This educational setting offered a dynamic and diverse environment to test these innovative tools. The workshop combined theoretical discussions with hands-on activities, enabling students to apply their knowledge to realistic planning challenges.
Civic engagement was a key focus of the workshop, encouraging students to explore the diverse uses of public spaces and the interplay between structured and unstructured environments. They considered how integrating varied uses can address different needs, while recognizing the critical role of resources in making spaces responsive to user demands. Discussions highlighted how territorial disparities in resource access perpetuate socio-spatial injustice and examined how redistributive policies, like the European Union’s Cohesion Policy, can support sustainable and equitable territorial development.
Using tools such as structure, user, function, and role cards, participants simulated urban planning scenarios that addressed budgetary constraints, environmental costs, and user inclusivity.
The results of these activities highlighted significant educational outcomes, demonstrating the effectiveness of the REPLACE Pedagogical Game:
• Skill Development: Participants enhanced their competencies in mathematical reasoning (e.g., managing budgets), spatial orientation (e.g., interpreting maps and planning), and civic engagement (e.g., collaborative deliberation and decision-making).
• Critical Reflection: Students gained deeper insights into sustainability and socio-spatial dynamics, analysing the implications of their planning choices.
• Innovative Outputs: The game encouraged the creation of novel ideas and practical solutions, contributing to the REPLACE project’s aim of fostering regional cohesion and spatial justice.
This study highlights the potential of integrating research-driven and experiential methodologies into planning education. By fostering critical thinking, collaboration, and creativity, the REPLACE Pedagogical Game serves as a model for equipping future planners with the transformative skills needed to address complex global challenges such as climate change, social inequalities, and urban resilience. This approach underscores the importance of embedding educational initiatives within research projects to bridge the gap between theory and practice, preparing a new generation of planning professionals for the multifaceted demands of urban and regional development.
References
Banai, R. (2013) Cities and Regions: The Urban Sustainability, Planning, Pedagogy, and Technology Nexus. Journal of Sustainability Education, vol.5, pp. 1-13.
Derr, V., Chawla, L., Mintzer, M., Cushing, D., & Van Vliet, W. (2013) A City for All Citizens: Integrating Children and Youth from Marginalized Populations into City Planning. Buildings, 3(3), pp. 482-505.
Mehan, A., & Dominguez, N. (2019) Mehan, A.; Dominguez, N., Interdisciplinary Urban Interventions: Fostering Social Justice Through Collaborative Research-Led Design in Architectural Education. Architecture 2024, 4, pp. 1136–1156.
Schön, D. A. (1983) The Reflective Practitioner: How Professionals Think in Action. New York: Basic Books.
Wals, A. E. J., & Corcoran, P. B. (2006) Sustainability as an Outcome of Transformative Learning. In J. Holmberg & B. E. Samuelsson (Eds.), Drivers and Barriers for Implementing Sustainable Development in Higher Education. Paris: UNESCO, [Online] available at: https://unesdoc.unesco.org/ark:/48223/pf0000148466
| Keywords | Transformative; Pedagogy; Spatial Justice; Urban Sustainability; Experiential Learning |
|---|---|
| Best Congress Paper Award | No |
