From Theory to Practice: Enhancing Planning Theory Education through Active Learning and Peer Collaboration

Abstract

Planning theory education is often criticized for its abstract language and limited practical relevance. This study examines how studentcentred pedagogy particularly peer learning, seminar formats, and case study analysis can bridge the gap between theoretical knowledge and real-world planning dilemmas. Drawing on a seminar course taught at Aalto University, the research analyses weekly assignments, selected literature, and survey responses from masters students. Findings show that peer learning enhances students ability to engage with complex theories, promoting intellectual autonomy and critical reflection. Case study work provided a sandbox for applying theories to real planning conflicts, enabling students to contextualize abstract concepts. Survey responses confirm that student agency, collaborative learning, and repeated interaction with theory foster deeper comprehension and metacognitive skills. However, challenges remain, as students reported difficulty engaging with highly abstract texts and noted a gap between theoretical learning and practical personal experience. The courses effectiveness also depended on student familiarity with the Finnish planning context, which was not shared by all. These limitations suggest the need for more instructional scaffolding, locally relevant materials, and hybrid teaching formats that combine seminars with experiential components.