Conference Agenda

Urban design education increasingly calls for methods that prepare designers to act within complex public systems. This paper reframes the Malmö CityLab, an experimental module within a master’s program on post-industrial cities, as a situated pedagogy for public design learning. Combining worldbuilding, design fiction, and persona storytelling, the CityLab enabled students and stakeholders to collectively speculate on Malmö’s futures across themes of regeneration, migration, and climate transition. Drawing on student artifacts and expert interviews, the study explores how speculative storytelling cultivates political sensitivity, collaborative reflexes, and systemic awareness, key capabilities for acting as public designers. Findings show that worldbuilding supports reflective, plural, and civic learning, positioning CityLabs as infrastructures for collaborative knowledge production and inclusive urban imagination. The paper contributes to emerging discussions on speculative pedagogies and their role in shaping the competencies, sensitivities, and methods required for public design education.

This paper reports on an EU research project involving 12 cities in a multi-thematic innovation network. The project supports innovation and the testing of innovative procurement practices, and also generates or improves design capabilities in public administrations. Once local challenges were defined and two solution providers were selected for each city, civil servants worked in Sandbox mode, experimenting in their own urban contexts. This paper focuses on the Sandbox phase, which provided an opportunity for knowledge exchange, inspiration, and the diffusion of design capabilities. Given the extreme difference in local practices, knowledge exchange and shared learning must be accurately planned; it is itself an experimental practice. The project team used a set of design tools to work across different situated practices. A narrative approach highlighted differences in languages, organisational processes, and institutional cultures among the pilots, while also helping to share knowledge and learning across local practices.

This paper presents the ROOTS Project, developed by interdisciplinary student teams from Esade, UPC, and IED within Fusion Point's Challenge-Based Innovation framework, in collaboration with IdeaSquare at CERN. As part of a challenge proposed by IDAEA-CSIC (Spain) and the Sankandi Youth Development Association (SYDA, The Gambia), students co-designed low-cost environmental monitoring tools to support community-led mangrove restoration in the River Gambia region. A two-week field deployment in Sankandi embedded the project within a layered local governance structure (the Alkalo, the Village Development Committee, and its Environmental Committee) through which the technology was formally adopted and transferred. Drawing on student reflections and stakeholder feedback, the paper analyses how learners developed public design competencies including empathy, systems thinking, and collaborative reflexivity, illustrating how challenge-based, community-engaged education can operate as a situated public design practice within, rather than beyond, institutional governance structures.

This paper explores the integration of Generative AI (GenAI) in design education through the lens of public design learning. Drawing on critical pedagogy and a situated classroom case study, it examines how GenAI reshapes the epistemic and ontological journey of becoming a public designer. The study foregrounds ethical, cognitive, and systemic challenges associated with human–AI co-creativity, highlighting the pedagogical implications for cultivating political sensitivity, collaborative reflexive capabilities, and design agency. Through an in-class activity involving persona co-creation with GenAI, the paper illustrates how students engage with plural and contextually grounded design practices. It concludes by advocating for inclusive, reflexive, and sustainability-aware pedagogical frameworks that support responsible GenAI integration in public design education.

Recent studies in Design Education emphasize the importance of teaching Design as a contextually situated practice, and ways for leveraging local knowledges and embracing plural epistemologies. Within this framework, it becomes crucial for designers to be able to acknowledge their own assumptions, biases, and identities and how they influence their design decisions when dealing with cultural complexity. Yet, an effective practice for cultivating this awareness, defined as critical self-reflection, remains underexplored in Design Education. This paper aims to outline key ways to foster the practice of critical self-reflection in teaching and learning Public Design. Drawing on interviews with design educators, this study introduces the pedagogical approach of Identity Mapping—which helps students to surface hidden layers of identity and bias. The findings contribute to strengthening Public Design Education by articulating perspectives that highlight contextual understanding and inclusivity, hence, cultivating a more thoughtful and socially responsive design practice.