Pedagogies in urban design: Broadening the perspective
DOI:
https://doi.org/10.47818/DRArch.2025.v6si188Keywords:
urban design, education, pedagogiesAbstract
This editorial introduces a special issue that offers glimpses of formation, evolution and the current state of urban design education in the international scope. Bringing together Viewpoints, Research Articles and a Book Review from diverse geographical and institutional contexts, the issue traces multiple dimensions and pathways through which diverse pedagogies in urban design are formed, challenged, and reconfigured. The contributions reveal urban design pedagogies as contingent, adaptive, and shaped by shifting urban agendas, institutional organizations, agency of academic communities, and technological transformations. The synthesis foregrounds studio education as a key site where disciplinary foundations, core competencies and professional capacities, and working cultures are negotiated, and where enduring questions of legitimacy, specialization, professional recognition, technological mediation, and ethical formation concerning the future of urban design education are productively challenged.
Downloads
References
Black, P. (2019). Educating urban designers. Urban Design, 152, 18-21.
Black, P., & Kerr, R. (2025). The Urban Design Studio: Staff intentions, student experiences, and lessons learned from Manchester Urban Design Lab, University of Manchester, UK. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Bosselmann, P. C. (2025). Urban design pedagogy, an interdisciplinary approach. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Butina Watson, G. (1997). The future of urban design education. Urban Design Quarterly, 64, 16-18.
Butina Watson, G. (2016). An international perspective on urban design education. Journal of Urban Design, 21(5), 545–547. https://doi.org/10.1080/13574809.2016.1220134
Cidre, E. (2016). How emergent is pedagogical practice in urban design? Journal of Urban Design, 21(5), 535–539. https://doi.org/10.1080/13574809.2016.1220158
El Khafif, M., & Larco, N. (2025). Bridging academia and practice: Evolving pedagogies in urban design education. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Giordano, V. (2019). Design for delivery. Urban Design. 152, 16-18.
Graves, C. G. (2025). An introduction to urban design at the undergraduate level. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Harriss, H. (2025, November 27). Five ways that architecture education needs to change. Dezeen. https://www.dezeen.com/2025/11/27/architecture-education-harriet-harriss-performance-review/
Kamalipour, H., & Peimani, N. (2025). Urban design education: Designing a pedagogy for an evolving field. Edward Elgar Publishing.
Kossak, F. (2019). Internationalization in urban design education. Urban Design. 152, 25-26.
Kök Ayaz, S., Saygın, N., Akpınar, İ., & Fettahoğlu Özgen, E. S. (2025). A Review on “Urban Design Education: Designing Pedagogy for an Evolving Field.” Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Lawton, J., & Judd, B. (2025). The MUDD Program, UNSW: The centrality of transdisciplinary curricula in Urban Design Studio (UDS): A phenomenographic exploration of factors impacting urban design studio curricula. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Loew, S. (2009). CPD in the urban design – It’s a jungle out there. Urban Design. 110, 24-26.
Martins, J. (2025). Beyond the hype: Reflections on the implications of AI for urban design education. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Moudon, A. V. (2016). An alternative pedagogic model for doctoral research in urban design, Journal of Urban Design, 21(5), 690-701. https://doi.org/10.1080/13574809.2015.1092377
Owen, S. (1993). A change of standpoint. Urban Design Quarterly, 47, 11.
Porta, S., & Rofé, Y. Y. (2025). Morphogenesis in Urban Design: The path to sustainability is through a fundamental change to the way we build our world. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Shafiei, M., & Chenaf, M. N. (2025). Coding the urban curriculum: Technology as thematic infrastructure in urban design education. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Stewart, J. H. (1993). The need for experiential learning. Urban Design Quarterly, 47, 15.
Tümtürk, O., Karakiewicz, J., Villoria, L. A., & Mah. D. (2025). The grounded projection: A reflective examination of urban design pedagogy at Melbourne School of Design. Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Yavuz Özgür, I., & Çalışkan, O. (2025). Constitutive conditions of transforming pedagogies in urban design: A critical reflection on METU MUD Studio (1996-2025). Journal of Design for Resilience in Architecture and Planning, issue(vol), pp.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Irmak Yavuz Özgür, Olgu Çalışkan
This work is licensed under a Creative Commons Attribution 4.0 International License.
