Abstract:
Urban green infrastructure is not acknowledged in the Global South for the critical social
and ecological functions it can provide. Contextual design solutions and innovative approaches
are urgently needed to transform the status quo. University-local government collaboration could
be a way to encourage new thinking, new roles and design skills to develop solutions to these
complex problems. This paper presents a case study analysis of such a collaboration. Qualitative
research was conducted to establish the degree to which the exposure to real-life projects stimulates
postgraduate design students’ transformative learning. The researchers also inquired into the benefits
of the collaboration for the municipality. The participants’ reflections were recorded by means of
anonymous questionnaires. The findings show that the live project created a municipal setting for
seeking alternative solutions in design processes and outcomes. For the students, the project created
rich social dynamics and an interplay of familiarity and uncertainty, which aided transformative
learning. The students’ deeper learning indicates greater social empathy, reconsidering the role of the
profession, greater design process flexibility, and learning and valuing skills across disciplines. The
findings hold promise for a more just and sustainable future built environment through collaborations
that transform the design professionals involved, the outcomes they pursue, and the processes
they follow.
