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Report concerning the activities of the AESOP Planning/Conflict thematic group in 2025: Contested urban policy: breeding concrete utopias
No full textThe AESOP Planning/Conflict thematic group conference titled Contested urban policy: breeding concrete utopias was held in Berlin between 30 September and 2 October 2025 at the Institute of Urban and Regional Planning, Building A. Information on the call and on the program is attached and is also available online at: https://www.tu.berlin/en/planningtheory/research-publicationsThis report documents the activities of the AESOP Planning/Conflict Thematic Group in 2025, including its special session at the AESOP Annual Congress 2025 in Istanbul and the thematic group conference Contested urban policy: breeding concrete utopias, held in Berlin from 30 September to 2 October 2025. The report outlines the organisation of the events, participation, scientific committee, keynote lectures, paper sessions, and post-conference field activities
Jointly Enhancing the AESOP Quality Recognition Programme during the 2023–2026 Term
No full textdisP – The Planning Review 2025 Vol 61 No 1This paper examines the development and enhancement of the AESOP Quality Recognition (QR) Programme during the 2023–2026 term. It outlines the evolution of the QR Programme from its pilot phase in 2015 to the standard phase in 2019, focusing on its mission, ethos, criteria, and processes. Special attention is given to the role of the Excellence in Education Board in shaping evaluation procedures, as well as the key activities planned for this mandate: revision of criteria, improved dissemination, and joint reflections among assessors and applicants. The paper presents achievements such as awarded certificates, organised round tables, revised guidance documents, and adjusted timelines, alongside upcoming steps, including a digital archive of certified programmes, a catalogue of showcase practices, and thematic webinars. The author concludes that the QR Programme plays a vital role in strengthening the quality and relevance of planning education across Europe.publishedVersio
AESOP 2025 Congress Istanbul | Closing Day
No full textThis video documents the Closing Day of the AESOP 2025 Annual Congress, held at Yıldız Technical University in Istanbul. The session reflects on the outcomes of the week-long discussions under the congress theme Planning as a Transformative Action in an Age of Planetary Crisis. Closing remarks summarise key insights from plenary sessions, highlight contributions from thematic tracks, and acknowledge the collaborative work of organisers, speakers, and participants. The day concludes with reflections on the future of planning scholarship and the role of AESOP in fostering dialogue and cooperation within the international planning community
Eurointegration and Regional Development of Ukraine
No full textmetadata only (hosted externaly)This lecture explored Ukraine’s path toward European integration and its implications for regional development and governance. It situated Ukraine’s EU orientation within a broader geopolitical and historical framework, tracing the evolution from the 1994 Partnership and Cooperation Agreement to the current stage of EU-accession aspirations. Particular attention was given to how EU principles—especially cohesion policy and sustainable transformation—had shaped Ukraine’s regional planning and institutional reforms, even amid the disruptions caused by Russian aggression. Through discussion of governance challenges, policy alignment, and the strategic role of regions in Ukraine’s recovery and modernization, the lecture highlighted the mutual benefits and lessons for both Ukraine and the European Union.https://vimeo.com/113185915
Bachelor’s Programme in Urban Design for the City in Transition (UDCT), University of Palermo
Full text linkEVALUATION REPORT
After an in-depth examination of its academic curriculum and teaching pedagogy, the Bachelor’s Programme in Urban Design for the City in Transition (UDCT), offered by the University of Palermo, has been conferred the AESOP Certificate of Quality.
The programme was evaluated by two members of the AESOP Excellence in Education Board (EEB) appointed by the Chair. The EEB certifies that the above programme fulfils the Quality Recognition criteria.
The UDCT is a bachelor-level programme addressing planning and design in transitional urban contexts, with a focus on cultural heritage, sustainability, and social inclusion. It demonstrates an evolving international orientation and strong engagement with real-world challenges through collaborative learning, workshops, field activities, and interdisciplinary approaches.
The programme applies student-centred pedagogies, including hands-on studios, problem-based learning, peer-to-peer formats, and community engagement. It integrates cultural heritage with urban regeneration, promotes socially responsive urban design, and develops students’ research, decision-making, and collaborative skills through project-based and field-based learning.
The AESOP Certificate of Quality and this Evaluation Report are valid for six years (2025–2031).
Date of certification: 26 October 2025publishedVersio
Master’s Programme in Spatial Planning (SING), University of Palermo
No full textEVALUATION REPORT
After an in-depth examination of its academic curriculum and teaching pedagogy, the Master’s in Spatial Planning (SING), delivered at the Department of Architecture, University of Palermo, Italy, has been conferred the AESOP Certificate of Quality.
The programme was evaluated by two members of the AESOP Excellence in Education Board (EEB) appointed by the Chair. The EEB certifies that the above programme fulfils the Quality Recognition criteria.
Quality in Planning Education
The MSc in Spatial Planning (SING) at the University of Palermo is a two-year (120 ECTS) programme distinguished for being the only planning degree taught entirely in English in Southern Italy. It focuses on Global South and Mediterranean planning contexts, integrating themes such as climate change, inequality, migration, and urbanisation.
Its pedagogy is based on learning by doing, experiential and comparative learning, and interdisciplinary collaboration. Workshops and studios engage students with real communities, professionals, and institutions, enhancing civic responsibility through service-learning.
The programme is horizontally integrated across modules and emphasises strong links between theory and practice. It includes a mandatory 150-hour internship with a public authority, strengthening students’ professional competences and supporting thesis development.
The AESOP Certificate of Quality and this Evaluation Report are valid for six years (2025–2031).
Date of certification: 14 October 202
AESOP 2025 Congress Istanbul | Day One
No full textThis recording documents the first full day of the AESOP 2025 Annual Congress – Planning as a Transformative Action in an Age of Planetary Crisis, hosted at Yıldız Technical University in Istanbul. The sessions reflect the congress theme by addressing the role of planning in responding to environmental, social, and economic challenges. Day One features keynote lectures, thematic tracks, and panel discussions, highlighting diverse perspectives from scholars and practitioners across Europe and beyond. The video captures the exchange of ideas, methodological approaches, and debates that set the tone for the following days of the congress
AI in Planning and Planning Education
No full textvideo available at: https://vimeo.com/1093387159This webinar, jointly organised by the AESOP Excellence in Education Board and the AESOP Thematic Group on Planning Education, explores the impact of Artificial Intelligence on both planning practice and planning education. Experts from across Europe discuss current trends, opportunities, and challenges related to integrating AI tools and approaches into academic curricula and professional practice
Are Spatial Planning Schools across Europe Teaching Climate Change? A Survey of Curricula in the European Context
Full text linkJournal of Planning Education and ResearchIt is important that the current and the next generations of planners are well equipped to contribute to the realization and upscaling of effective climate change action as a central element in any urban or spatial planning educational program. Framing the issue in the European context, and building on studies of other global regions, this research is the first European-wide scale survey to look at the extent to which European planning schools are addressing climate change in their curricula. The findings highlight the need for more comprehensive education on this critical issue and that further research and resources are needed to enhance climate resilience education in planning.publishedVersio
Spatial Planning in the Ukraine’s National Higher Education System: Programs, Approaches, Problems
Full text linkTransactions of the Association of European Schools of Planning • 9 (2025) 92–104This article analyses the role and content of spatial planning in contemporary higher education in Ukraine. It has been established that the system for training specialists who acquire knowledge across the broad spectrum of issues related to modern understandings of spatial planning is still in the process of formation. Contemporary educational programs related to spatial planning are, in fact, combined with regards to their content. They include educational components of the basic specialty, spatial planning, and other elements designed to attract prospective students. The state encourages connections between universities and non-formal education as they improve the practical orientation of educational programs related to spatial planning. The experience of Ukraine’s neighbouring EU member states in training spatial planning specialists provides guidance to Ukrainian higher education institutions. The greatest obstacle to the total integration of spatial planning into the higher education system is its legal uncertainty within extant legislation. Accordingly, it is not institutionally possible in Ukraine to define spatial planning as an independent profession and, as a result, training specialists in this field involves numerous risks.publishedVersio