Pablo Aránguiz Mesías, Guillermo Palau Salvador and Jordi Peris-Blanes
This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more…
Abstract
Purpose
This paper aims to explore how young students experience the contribution of a pedagogical assemblage based on design thinking (DT) while contributing to the transition to a more just and sustainable university.
Design/methodology/approach
This qualitative research considers the case of two pedagogical experiences developed at Universitat Politècnica de Valencià, Spain. In both experiences, a methodological proposal that includes practices of care, just transitions and DT was implemented. The data obtained through in-depth interviews, surveys and digital whiteboard labels was analyzed under the lens of three relational categories in the context of sustainability.
Findings
Learnings are acquired through five categories: place-based learning, prior learning, embodied learning, collaborative teamwork and intersectionality. The research shows how the subjective knowledge of young students positions them as co-designers and leaders of a University that drives a more just and sustainable transition.
Originality/value
The originality of the paper lies in the shift of DT from a human-based approach to a justice-oriented relational approach.
Details
Keywords
Jordi Peris Blanes, Oksana Udovyk, Fermín Cerezo, Guillermo Palau, Iván Cuesta, Dionisio Ortiz Miranda, Jose Luis Alapont, Débora Domingo, Carla Montagud, Ana Escario Chust, Sergio Segura Calero and Pablo Aranguiz Mesias
City–university partnerships (CUPs) are emerging as dynamic collaborations addressing urban challenges in various cities. This chapter delves into the transformative dynamics of…
Abstract
City–university partnerships (CUPs) are emerging as dynamic collaborations addressing urban challenges in various cities. This chapter delves into the transformative dynamics of the CUP in Valencia, particularly within the framework of the European Union (EU) Cities Mission. Valencia, a recognized leader, achieved the EU Mission Label in 2023, showcasing the success of its collaboration with the Polytechnic University of València (UPV). The Valencian CUP functions as a multi-faceted entity, serving as a knowledge powerhouse, an innovation catalyst in urban policies, and a vital educational space. The exploration unfolds various dimensions of the CUP’s impact, emphasizing its contributions to the city’s development model, innovation in urban policies, and transdisciplinary education. Examining collaborations and transformations leading to CUP creation and effective functioning through the multi-level perspective (MLP) framework illuminates a complexity of the CUP in Valencia. It also highlights the catalytic role of the EU Cities Mission in shaping CUP creation. In conclusion, the CUP in Valencia stands as a beacon of inspiration and a blueprint for global urban centers navigating the path toward climate neutrality. This chapter contributes valuable insights to the broader discourse on the transformative potential of CUPs, acknowledging the narrative as ongoing and calling for further research to uncover their full potential in shaping resilient and sustainable urban landscapes.