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<p>This commentary examines urban design as an integrative pedagogical platform in contexts where formal planning education is fragmented or institutionally constrained. Focusing on Central America, it explores how urban design can transform planning education to address informality, environmental vulnerability, insecurity, and uneven governance shaping urbanisation. It argues that the key challenge is not a lack of expertise, but the absence of frameworks that connect disciplinary knowledge with local territorial realities. The paper shows how design-led, experiential, and place-based pedagogies reconfigure planning education practices, fostering collaboration and context-responsive knowledge production while positioning urbanism of the Global South as a source of theory and practice.</p>

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Learning from context: Rethinking planning education through urban design in Central America

  • 期刊论文

  • 发表日期：

    2026年4月15日

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  • Karla Barrantes-Chaves

摘要

This commentary examines urban design as an integrative pedagogical platform in contexts where formal planning education is fragmented or institutionally constrained. Focusing on Central America, it explores how urban design can transform planning education to address informality, environmental vulnerability, insecurity, and uneven governance shaping urbanisation. It argues that the key challenge is not a lack of expertise, but the absence of frameworks that connect disciplinary knowledge with local territorial realities. The paper shows how design-led, experiential, and place-based pedagogies reconfigure planning education practices, fostering collaboration and context-responsive knowledge production while positioning urbanism of the Global South as a source of theory and practice.