FENG Xin, CHEN Jiahui, WANG Chuan, LYU Fei

Keywords： planning pedagogy; planning governance; participatory planning; teaching model; governance complexity; stakeholder

Abstract：

The paradigm shift from physical space-oriented design thinking to social development-oriented governance thinking marks a pivotal transition in the era of spatial planning. Particularly in the current context of urban regeneration, multi-dimensional and complex planning practices increasingly necessitate governance-based solutions. Teaching methods grounded in participatory planning offer an innovative approach to addressing such governance complexity. By integrating real-world practices with opportunities for indepth engagement with diverse stakeholders, this pedagogy cultivates students’ autonomous problem-solving abilities while enhancing their communication and coordination skills to better meet contemporary professional demands. This paper explores the historical development, characteristic paradigms, and organizational workflows of this pedagogical approach. Through a case study of the “Participatory Community Design” course at the National University of Singapore, this paper systematically analyzes its course design, teaching content, and evaluation systems, aiming to provide valuable references and insights for the cultivation of urban planning professionals in China.

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