As the UK planning system shifts towards statutory climate mandates—including mandatory biodiversity net gain, nutrient neutrality, and low-carbon building metrics—the role of the planning practitioner has fundamentally transformed. Planners are increasingly required to act as technical orchestrators of complex socio-ecological systems. However, a systemic gap remains between rapidly evolving statutory expectations and the traditional competencies embedded within professional planning education. This paper addresses this deficit by exploring how higher education institutions can re-engineer postgraduate curricula to build resilient, future-proof professional capacity.

Drawing on the pedagogical framework of the Urban Planning and Resilience postgraduate program at the University of Kent, this study evaluates curriculum strategies that bridge the gap between spatial planning theory, urban morphology, and nature-based solutions. It critiques traditional, siloed teaching models and proposes an integrated framework. This approach blends macro-level global planning case studies with localised technical workshops focusing on microclimatic impacts, statutory legislative contexts, and environmental sustainability standards.

The paper argues that tackling the UK’s planning capacity crisis requires more than increasing graduate numbers; it demands a fundamental shift in the technical, systemic, and ecological literacy of those graduates. By aligning academic training with the cross-cutting demands of modern green infrastructure delivery, higher education can empower the next generation of planners to lead on climate adaptation. Ultimately, this study directly addresses the conference theme 'Building Planning Up' by positioning progressive pedagogy as the structural foundation for resilient planning practice.