The integration of learning in the teaching of urban planning aligned with real contexts: An evaluation of the pedagogical process in the training of architects through a case study

Abstract

This article presents and evaluates the pedagogical process used in the urban planning training in the architecture degree program’s curriculum at the University of Cuenca, Ecuador, in which the partnerships with society or university outreach represent a comprehensive opportunity to learn in real environments. The curriculum seeks to train students in the theoretical, methodological and technical fields required in the writing or formulation of urban plans. To this end, while responding to the specific demands of local governments, the program works in population centers of less than 3,000 inhabitants, under the premise of “learning urban planning, doing urban planning.” The Urdaneta Urban Plan, Saraguro District, is presented as a case study. It was formulated with strong theoretical-conceptual support and technical rigor, which met the Municipality ́s needs. The evaluation shows that achieving the learning outcomes related to urban planning requires the full consolidated integration of the methodologies to develop a plan related to the pedagogical process, in terms of strategies, means to horizontally coordinate between classes, and determine and distribute activities; and manners of working and evaluation. It must be kept in mind that this interconnection is the main factor in achieving the learning outcomes.