This workshop examines the role of the master’s thesis in planning education and the masterclass as a learning arena for interdisciplinary collaboration and reflection seen in light of aspects concerning sustainable development, such as climate change and complex societal challenges. We will present innovative educational initiatives and discuss the role of the thesis asking: Is the master’s thesis a final academic exam or a preparation for professional practice? How can the master thesis be contributing to preparing students for future?
The session draws on experiences from two approaches: SITRAP master project at NMBU, which provides a structured frame for developing the master project into a solid knowledge base for the future and as collaborative arena for discussing real-world cases like Hovinbyen and Oslofjord (which are also the destinations of two tours). It acts as a learning community for students and supervisors from different programs exploring themes related to sustainable development, for example climate change, and planning communities; and the FUS Masterclass, an annual national seminar for students in planning at the different planning schools featuring student presentations, lectures, practitioner talks, excursions, and discussions that each year focus on different themes such as Sustainable Place Development (2023) and Climate Adaptation and Planning (2024)—creating dynamic platforms for interdisciplinary learning and preparing future planners for complex societal challenges.

Introduction: What is the role of the master’s thesis in planning education for the future?
Presentation 1: SITRAP master project – Interdisciplinary collaboration and sustainability reflections.
Presentation 2: FUS Masterclass – Annual thematic focus and its contribution to resilient planning.
Group Work: Small groups discuss the role of the master thesis in preparing future planners for complex societal challenges.
Plenary Discussion: Share group insights and debate.
Closing Reflections: Key takeaways and opportunities for collaboration.

This interactive workshop examines  the multidimensional challenges of contemporary urban planning, focusing on the critical trade-offs between sustainability, growth, equity, and resilience. Participants will explore how increasing complexity due to a combination of the consequences of climate change, dwindling resources, and diverse stakeholder interests shapes urban decision-making and governance under uncertainty.

Crucially, issues  such as climate change   and consequences of climate action requires coordination at local, national and global levels, increasing complexity for planning processes. In this workshop, we would like to simulate trade-offs in planning through role-plays for diverse scenarios and other interactive methods, using  real-life case studies of climate-responsive/proactive planning from the Global North and South.

Based on reflections made during these simulations, we will invite Heads of Schools (HOS) participants to share their experiences and discuss how skills for managing complex trade-offs are integrated into the curriculum of their own schools of planning. We will conclude with a collaborative mapping of student competencies,  pedagogical frameworks and approaches that actively incorporate complexity in current  urban planning curricula, and those  that we should incorporate  in the near future.

The aim of the Workshop 3 is to showcase, discuss and explore pedagogical practices and institutional settings of the awarded AESOP QR planning programs  with colleagues from the Global North and Global South. These educational innovations are focused on enabling future planners to tackle environmental, technological, but also social challenges. Colleagues from the University (TBC, from Global South), (e.g. cross-scalar studios or any other pedagogical practice from any of the awarded QR programmes which is in line with the topic and can be prepared as a ”workshop proposal”) and the University (TBC, from Global North), (e.g. evaluating spatial interventions from a multi-actor perspective, and power dynamics in democratic processes in planning) will enable engagement with the pedagogical practices recognised for their quality and relation to particular aspects of planning education and best pedagogical practice which is in line with the focus of the HoS meeting (Planning Resilient Communities in Uncertain Times: Navigating Climate Change and Emergent Technologies), but is also engaging colleagues in practical and reflexive activities. 

The exploration will be supported by the Program Committee for the 5-year Master’s program in Urban and Regional Planning (BYREG) at NMBU and AESOP EEB members. In addition, the NMBU’s Program Committee will outline its role and responsibilities in planning education, ensuring educational quality and implementing strategies to address environmental and technological challenges within their programs and courses, while incorporating innovative teaching approaches and pedagogical practices.

Workshop participants will actively engage in the discussion by sharing additional examples related to the topics and reflecting on the presented case studies. The outcomes of the workshop align closely with the work of the AESOP Excellence in Education Board which aims to support the development and enhancement of planning programs at AESOP member schools through sharing and mutual learning.

This workshop aims to discuss how advances in three areas — Mapping & Remote Sensing, Digital Twins, and AI & Machine Learning — can shape how we think about City and regional planning and how we teach it. This workshop contributes to the AESOP community by exploring how these three technologies can transform urban planning education. It seeks to explore challenges and possibilities at both the subject and program levels.

This can include pedagogical aspects, interdisciplinary collaboration, and critical reflection on the ethical and methodological implications of technology. Participants will be able to discuss, explore ideas, and exchange experiences as they integrate these tools into their practice.

Proposed plot for the workshop. We let attendees during the workshop select the focus on one or more of the three technologies mentioned above. Then, we can organise the section as follows:

- Introduction: We present an overview of the three technologies and some examples of their application. (10 minutes);
- Select the focus of the workshop (only one of the technologies or several);
- Form subgroups, depending on the number of participants. (5 minutes);
- Guided group discussion added by a tool such as a Miro board or similar. (40 minutes);
- Final remarks