Abstract
This paper examines how tools from Higher Education for Sustainable Development (HESD) can be adapted to strengthen sustainability and climate change education in urban planning. Drawing on a literature review of eighty-three HESD articles, it identifies a relational perspective that foregrounds nature and the environment as a foundational pedagogical orientation. From this review, the paper highlights four key pedagogies—interdisciplinarity and transdisciplinarity, reflexivity, project-based learning, and role-playing games—discussing how they can be adapted into planning curricula to better prepare future planners to address sustainability challenges, and particularly climate change, in diverse urban and regional contexts.
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