Educational institutions in both urban and rural areas are facing an increasing number of challenges, especially in the context of ongoing social, economic, and environmental issues. Limited resources, rigid curricula, and a lack of participation and decision-making opportunities for students and teachers contribute to the isolation of educational actors from their communities and real-world problems. This detachment significantly hinders the democratic potential of education.

Voices across disciplines call for educational reform and a reconceptualization of schools to create conditions for meaningful lifelong learning. The transformation of educational institutions must be understood as the development of "new ecosystems of teachers and learners whose interactions extend beyond the classroom, incorporating perspectives from all sectors of society" (Chang et al., 2015:933). UNESCO warns that there are more non-learners inside schools than outside them, emphasizing that merely providing physical spaces for education is insufficient; these spaces must be activated to foster learning. Contemporary educational challenges are so complex that they require contributions from diverse fields. In this context, "specialist discipline-based knowledge... is no longer adequate by itself" (Environment Australia, 2000).

Architecture and urban planning have only recently begun to explore the idea that pedagogy and education extend beyond formal institutions into the civic realm. The field of education urgently needs such "material embodiment of [pedagogical] functions derived from alternative value systems," as seen in architecture and urban planning, to serve as "conceptual machines" and "hypotheses for action" that unlock learning potential (Dunne, 1999). Thus, it is crucial to move beyond the traditional perception of space as merely a background for educational activities and instead recognize its active role in learning (Ellsworth, 2004; Avramović, 2014; Joksimović et al, 2019; Vranješević, 2019; Brkovic Dodig, 2020).

Integrating architecture, urbanism, art, pedagogy, and educational psychology within local contexts can enrich and expand learning in traditional institutions. Local communities could also play a crucial role in shaping a neighborhood curriculum as a democratic way of defining "who we are and hope to be" (Schubert, 2010:16). This panel brings together a multidisciplinary team of experts from architecture, urbanism, art, spatial pedagogy, and educational psychology to explore the learning potential of architecture and urban spaces beyond formal curricula. Panelists will examine the spatial learning potential of urban and rural environments from theoretical, epistemological, and practical perspectives. By engaging with diverse theoretical frameworks, discussing research findings, and presenting case studies, they aim to provide a foundation for understanding the educational potential of public spaces.

Additionally, the panel will explore the role of design research in participatory planning processes that democratize education by enabling municipalities, schools, teachers, and students to voice their needs and aspirations. Questions we want to raise are: how can transdisciplinary collaboration contribute to the development of new theoretical, epistemological, and methodological approaches? What role do social, cultural, and educational contexts play in creating spatial learning opportunities? What insights can be gained from international case studies (PlayCity, PlaybourHood, community gardening, learning streets etc) particularly regarding participatory opportunities for different community actors in designing an urban curriculum?

Through this multidisciplinary and internationally informed dialogue, the panel aims to establish a shared vocabulary, introduce new transdisciplinary concepts, and inspire the development of methodologies for spatial pedagogy. By laying the theoretical foundations for this emerging field, the discussion will contribute to expanding academic debates at the intersection of education, architecture, urbanism, and art. Ultimately, this conversation aspires to shape new approaches to learning that transcend traditional classroom settings, fostering more inclusive, democratic, and community-driven educational environments.

Panel would be organised as part of RELATE project. The RELATE project is financed within the IDEJE call, the Science Fund of the Republic of Serbia, project number: 7726555.

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