Planning Education for Sustainability: Lessons From Higher Education for Sustainable Development

This paper examines how tools from Higher Education for Sustainable Development (HESD) can be adapted to strengthen sustainability and climate change education in urban planning. Drawing on a literature review of eighty-three HESD articles, it identifies a relational perspective that foregrounds nature and the environment as a foundational pedagogical orientation. From this review, the paper highlights four key pedagogies—interdisciplinarity and transdisciplinarity, reflexivity, project-based learning, and role-playing games—discussing how they can be adapted into planning curricula to better prepare future planners to address sustainability challenges, and particularly climate change, in diverse urban and regional contexts.