Sustainicum Collection

Consus The aim of the project is to establish a regional science-society network for sustainability innovations in Albania and Kosovo in order to strengthen the connection and collaboration of institutions in the field of higher education, research and practice.

Resource facts

  • Less than 5 students
  • up to 1 semester
    more than 1 semester
  • English, Shqip

Resource Description

Instruction file


Urban regeneration and community projects. Gaming the evaluation of transformation scenarios.(Resource ID: 292)

x Please note: module with excess length - more than
7 lecture units required!
This module will be focused on active learning simulating a participatory process on planning and decision making. First, student should collect information and take inputs from different actors and experts through a field work. Then, in separate focus group sections, they will discuss the scenarios of transformation. Finally, an education game section with different stakeholders and actors will be organized. They are asked to compare and evaluate the scenarios arguing their evaluation. Part of the actors can be real stakeholders, entrepreneurs; civil society and public representatives or students can simulate their interest group. Students simultaneously will take notes on the evaluation using a multi-criteria matrix of evaluation, which will at the end show the best scenario.

This module is part of the course of Urban regeneration and community projects, which is focused on planning and designing the renaissance of cities in the era of urban decline. The challenge of urban transformations is not that of simply restoring and rebuilding the physical fabric of cities and this heritage, but providing a new local economic base to replace the one that has been lost, involving communities and different actors in the development project and decision making, in the view of a sustainable transformation, based on a trans-disciplinary and participatory approach. 

This shared commitment needs contributions and collaboration from different disciplines like urban design, urban planning, sociology, anthropology, political science, civil engineering, art studies, economics, finance and management.

Therefore, the course will provide the students with the appropriate knowledge that includes all of the above disciplines, building a methodology and giving adequate instruments to intervene in decayed areas of the city, in particular in former industrial abandoned areas.

Following this, student will be able to collect and interpret information from different disciplines and take inputs from different actors and experts through field work. These analyses will be elaborated and presented and discussed in a world café section.  

Based on this, in separate focus group sections, they will discuss the scenarios of transformation, arguing the decisions made and finely proposing a scenario. This scenario will be further developed by them through independent work.

Finally, once, different scenarios are built, an education game section will take place in order to evaluate the best scenario. The aim of this education game is to allow the student to face the complexity of urban planning in view of sustainable development dealing with trans-disciplinary and participatory approach. 

In the education game section  different stakeholders and actors are invited (real and simulated; ex. Professors of different disciplines, people from community, from municipality) to decide the best scenario of transformation of urban voids (vacant land and abandoned former industrial buildings) in Tirana. They are asked to compare and evaluate the scenarios arguing their evaluation.  Students simultaneously will take notes on the evaluation using a multi-criteria matrix of evaluation, which will at the end show the best scenario.  Through this section they will understand the dynamics of decision making, the importance of trans-disciplinarily and participation and the key role of urban planners as mediators between different stakeholders.

Integration of Social Stakeholders
Different stakeholders such as local community, local entrepreneurs will first be involved through a questionnaire. Based on that, students will build the objectives of the project and give them the right weight according to the results.
Then, they are involved in the seminar as active partners – during the process of evaluation of the scenarios. In this process different experts will also take part such as environment engineers, civil engineers, finance experts, planners etc. ( which can be experts from municipality of professors from the faculty that deal with this field of study).
–Active learning experience for students
–Mutual learning for students of different courses (Architecture, Planning, Urban management, Environment Studies).
–Strong trans-disciplinary approach. Not only expert of different fields are called to give their expertise on engineering, seismic, environment, economical issues related to the possibility of transformation of former industrial areas, but an active participation in building the possible scenarios will help students understand the importance of contribution from different fields.
–Students learn to develop a sustainable approach to urban regeneration.
–Students learn how to argue about decision-making.
–Students deal take an integral approach to the urban regeneration topic and how to avoid negative effects like gentrification or social exclusion in the city.
– Difficulty in finding information about ownership, and taking into account real owner’s demand.
– The multi-criteria matrix of evaluation will became very complex to calculate considering each actor’s criteria of evaluation. Thus, it will be simplified into a short priority list of criteria and sub-criteria and will be calculated using a comparative method in order to choose the best scenario.
– Stakeholder, representatives of civil society or public interest must agree to discuss problems with students. Therefore it might be easier to involve internal experts which can assume the role of different actors.
– For specific technical decisions students will use empirical methods of evaluation because they don’t have enough expertise.
Learning Outcomes
–Understand the importance of collaborative decision-making for a sustainable urban regeneration.
–Learn the methodology and the tools used for the management of urban regeneration projects.
–Design the proposal according to the weight of each objective or demand given by different actors
Relevance for Sustainability
–Sustainable development in urban regeneration. In urban regeneration projects students learn how to deal with different aspects and how to take them all into account according to general vision.
– Integrative negotiation of social, economic, environmental, historical and cultural demands. These aspects have an influence on the proposed scenario of transformation of an area. Students will deal with both of them, but will also learn to evaluate their role and weigh in on the evaluation of the best scenario.
– A holistic and integral approach for sustainable urban transformation. Different actors should decide by themselves which is the best scenario, evaluation through different criteria every strategy proposed within the same scenario. Thus, students will understand the logic of evaluation and also the final choice as a result of different contributions.
Related Teaching Resources
–Basic knowledge in empirical seismic/ structural/ environmental evaluation of former industrial buildings in view of their proposal for transformation.
Preparation Efforts
Preparation Efforts Description
Medium The preparation of the modules needs lot of efforts in structuring them in order to fit in the right phase of the project. For each phase, a number of materials are listed that students need to produce in order to use them for the group sections and the final game. A lot of effort is used to integrate the module with other disciplines through combined lectures with visiting lecturers of other disciplines and external stakeholders.
Credit/Certification Description
Funded by
This teaching resource, realised within the project ConSus, has been funded with the support of the TEMPUS of the European Union. The contents reflect the views of the authors, and the European Commission cannot be held responsible for any use which may be made of the information contained therein.

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Dorina Papa
This teaching resource is allocated to following University:
U_POLIS - POLIS University
Polis University


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Teaching Tools & Methods

  • Game
  • Simulation program
  • Simulation