Emerging Perspectives on Teaching Urban Form: A Blended Learning Approach.

Over the past few decades, several analytical approaches have been developed to understand urban form and to address the complexity of human settlements as well as various socio-economic and environmental challenges. Each approach is characterized by specific disciplinary and geographical trends, often emerging from distinct schools of thought within urban morphology. Typically, these approaches are associated with specific research centers or individual researchers and have frequently been applied in isolation, with some exceptions. The teaching of urban morphology in higher education institutions across Europe faces the challenge of training future graduates to effectively address contemporary urban issues from often isolated perspectives rooted in the aforementioned schools of thought, either reflecting specific national educational trends or adopting a globalized approach that overlooks local specificities. Furthermore, the relationship between professional practice in urban and planning fields and higher education institutions is a notable concern. While the importance of broad knowledge and multidisciplinary skills for urban professionals is recognized, the connection between academia, research and practice is minimal. The increasing demand for evidence-based approaches in urban design highlights the need for solutions grounded in sound knowledge. To address the relationship between academic research and its integration into professional practice, innovation in teaching practices is crucial, aligning academia with the evolving needs of planning, architecture, and urban design professions. This involves focusing on developing learners' fundamental and transversal skills and providing tools, methods, and research findings applicable in professional settings. This paper is based on two research projects that sought to bridge the gaps between different morphological approaches in teaching and between academic research and practical application. The projects, Emerging Perspectives on Urban Morphology (EPUM) and the Knowledge Alliance for Evidence-Based Urban Practices (KAEBUP), brought together partners from various South and Central European countries to address these gaps. EPUM focused on integrating different morphological approaches within the context of teaching, while KAEBUP aimed to connect theoretical knowledge with practical actions concerning the built environment. The situative pedagogical perspective, rooted in communities of practice and supported by a blended learning approach, is central to this endeavor. This perspective provides a collaborative framework for educators, students, and professionals in urban morphology to co-create knowledge through integrated learning, teaching, and research activities. [ABSTRACT FROM AUTHOR]