ANNUAL CONGRESS 2025

Transforming City Regions through problem-solving, collaboration, and conceptual thinking

Not scheduled

20m

Yildiz Technical University, Istanbul

Oral Track 08 | EDUCATION AND SKILLS

Speaker

Mr Fabio Bayro Kaiser (RWTH Aachen University)

Description

Circularity, among others, has emerged as a critical paradigm for addressing contemporary environmental challenges in the built environment. Cities are under increasing pressure from climate change, resource depletion, and socio-economic inequalities, making circular spatial strategies essential for sustainable transformation. Achieving this, however, requires large-scale, cross-border collaboration that integrates expertise from different disciplines, raising the question of what skills urban planning education should impart.

This paper argues that at least three core competencies are essential: problem-solving skills, interdisciplinary collaboration, and the ability to combine analytical insights with conceptual thinking. Against this background, we question how planning education can foster solution-oriented thinking rather than passive knowledge acquisition, how different disciplinary perspectives can be integrated to enhance co-creation and collaboration, and how analytical insights can be translated into transformative spatial strategies.

Using circularity as a central challenge, the paper explores the pedagogical approaches needed to equip students with these skills by drawing on the experience of two design and research-oriented modules within the M.Sc. Transforming City Regions (TCR) programme at RWTH Aachen University. Both modules immerse students in real-world, cross-border planning challenges through integration with an ongoing EU-funded research project. The first, Integrated Project II: Evolution of Functional Urban Areas, focuses on Haven-Stad Amsterdam, where students redesigned part of Amsterdam’s harbour using circular design principles. The second, Research Module in Urban and Regional Transformation, explored spatial strategies for a circular built environment in the Eurodelta macro-region, with a 2050+ time horizon. These modules emphasise collaborative, workshop-based teaching integrating digital tools, interactive peer learning, and field research.

The main insight is that tackling complex urban challenges in education requires a deliberate balance between structured knowledge and iterative exploration. First, problem-based teaching is most effective when students engage deeply with real-world problems rather than passively assimilating information. However, this approach requires well-mentored, interdisciplinary group work that encourages collaboration rather than fragmentation and ensures students learn to integrate different perspectives effectively. Furthermore, bridging spatial analysis and design remains particularly challenging, as it requires translating data-driven insights into actionable strategies while resisting superficial solutions.

To address these challenges, workshop-based teaching combined with peer review strengthens critical communication skills and refines conceptual clarity. Moving from traditional written assessments to oral examination creates a dynamic format that accommodates AI tools while forcing students to develop structured arguments and defend their insights interactively. In addition, training students in semi-structured interviews equips them with essential research skills and first-hand engagement with key stakeholders. Finally, iterative discussions reinforce depth and refinement, mitigating the risks of generic content production. Ultimately, the emphasis must remain on quality over quantity—cultivating a culture of debate ensures a deeper, more meaningful engagement with sustainability-related challenges in urban planning.