Keywords

1 Introduction

Vivid and active public space is considered to be the essence of the city. It serves as an essential venue for social interaction, community engagement, and cultural expression [1]. Due to contemporary goals to make the cities more compact and in that way sustainable there is a need to rediscover new spaces that were abandoned, used for different purposes, damaged [2, 3]. Transformations of these spaces have become increasingly important as urban centers face complex challenges struggling with the problems of depopulation, social exclusion or the detrimental impacts of mass tourism. Contemporary public space has also become a tool to deal with climate change, and environmental pollution. Sustainable and user sensitive approach to architectural and urban design is crucial in addressing these issues [4,5,6].

The presented research focuses on the teaching methodology that was an essential outcome of the Erasmus + project entitled”The Activation of the Public Spaces of the City Centres through Ethical and Sustainable Design Based on the Local Communities Participation / Response / Proaction, that was conducted by Cracow University of Technology as a Leader in partnership with Politecnico di Milano, Universidad Cardenal Herrera CEU Valencia and Eurokreator s.c. from October 2020 till July 2023. A series of international workshops were completed as a part of the project that aimed to implement a sustainable and ethical approach to public space design, taking into account the mixed cultural backgrounds and diverse needs of urban communities. The methodology encouraged students to explore both top-down and bottom-up approaches to public space transformations [7,8,9].

2 Methodology

The project's central objectives revolve around the transformation and activation of public spaces, with a primary focus on instilling sustainable and ethical principles in public space design. The course methodology is structured to teaching, data collection and result assessment methodology (Fig. 1).

Fig. 1.
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Project objectives, by Patrycja Haupt.

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Teaching techniques encompass interdisciplinary learning, international workshops, and cultural immersion, fostering an appreciation for the significance of cultural context in public space design. Additionally, stakeholder engagement ensures the consideration of site-specific requirements, while cross-cultural collaboration promotes the celebration of diversity. The data collection methodology involves thorough site surveys, stakeholder interviews, data analysis, and comparative assessments, providing a solid foundation for well-informed proposals. To assess results, a methodology is implemented, which includes criteria-based evaluations, peer and expert reviews, community feedback, and long-term monitoring, all of which collectively guarantee the effectiveness and ethical alignment of student proposals. This comprehensive approach equips students with the knowledge and skills needed to address the multifaceted challenges associated with public space transformation, all while promoting cultural sensitivity and sustainability in the field of urban design.

3 Workshop Framework

The methodology in the framework of the project was based on various teaching methods. There were three main stages introduced in the curriculum of each of the partners’ courses. The first stage, pre-workshop was based on online activities and consisted of the introduction in a form of webinars for all of the partner university students about the deep context of the site and broad approach to the urban characteristics of the city. The second stage was the main interaction between the students of various cultural background and involved on-site workshop, working in international groups. The period of the semester after the workshop was devoted mostly to individual work on the development of the project. The final stage was an online presentation of the final designs in presence of all the students and tutors involved in the workshop, also the local stakeholders involved in the design site area. (Fig. 2).

Fig. 2.
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The graph of the teaching methodology, by A. Ros Campos.

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The teaching methodology revolves around a structured framework of international workshops. These workshops take place in various urban locations chosen by the partner university of the project, with distinct cultural and socio-economic backgrounds, enabling students to gain exposure to a wide range of public space challenges and opportunities. Each project partner's choice of location within the city revealed a range of distinct public space challenges including historical significance, cultural heritage, lack of pedestrian connections, conflicts in the use of space, deprivation of any activities and abandonment (Figs. 3, 4, 5).

Fig. 3.
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Milan, project site visit 2021, by Piotr Broniewicz.

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Fig. 4.
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Krakow project site visit 2022, by Piotr Broniewicz.

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Fig. 5.
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Valencia project site visit 2022, by Piotr Broniewicz.

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The first workshop took place in Milan. The Italian partner have chosen a site of Piazza Tirana that allowed the students to approach the problems of public space in different scales from urban scale of a district of town through the residential complex surrounding the public space ending with the public space design within the perimeter of the buildings. The site that presents a unique context of the pedestrian connection by the over ground passage above the railway. Here, the emphasis as put on revitalizing an urban square in a vibrant, cosmopolitan city. In order to perform a complex and wise design the student had to understand the urban context of the city. Milan is a global fashion and business hub, and the public space has to reflect those qualities in the city's urban fabric. Transforming this space requires an understanding of Milan's contemporary urban dynamics. On the other hand it is also essential to think of the city through the prism of its historical significance. Therefore the proposals for its transformation should preserve and celebrate this heritage while addressing modern needs. Interaction with local stakeholders, including business owners, residents, and cultural institutions, is crucial to understanding the square's role in the daily life of Milan's residents. The activation factors for that site, apart for the friendly space for users might require solutions such as enhancing pedestrian access, creating event spaces for fashion shows or cultural festivals, and providing outdoor seating for cafes and restaurants.

In Krakow the chosen site was an area adjacent to Nowy Kleparz, on one hand a historic marketplace in Krakow, on the other a part of Twierdza Kraków fortification including Fort Luneta directly on the site. This design challenge was fascinating site for public space transformation being deeply rooted in history and offering unique opportunities for change. The students design tasks included preservation of cultural heritage while on the other hand adapting architecture and creating public space or adapting it for modern uses. The strong local community in this area was also an issue that had to be taken into consideration in terms of local community expectations from both residents and business perspective while respecting the site's cultural background. Balancing these elements was crucial, as well as respecting the local identity of a space where local vendors offer goods as in former and contemporary marketplace. Creating spaces for art exhibitions and performances together with recreational areas for the residents was one of the site priorities.

Valencia, a beautiful coastal city in Spain, has offered a unique public space connecting the gardens of Turia and the embankment of the Mediterranean sea site has been chosen as a workshop location due to its distinct characteristics and challenges. This location offers a diverse set of opportunities for public space transformation, blending natural elements with urban life. Valencia’s background that is known for its rich cultural heritage, and this mixed cultural background becomes an inspiration for the design process solutions. The clue elements to consider were the respect and celebration of the city's traditions and cultural identity. In order to understand the site-specific needs, students had to engage in interactions with the local community. Data collected from the site surveys highlight specific activation factors including promoting outdoor activities, supporting local artisans and cultural events, and enhancing the connection between the gardens and the sea.

In each of these locations, the teaching methodology focused on blending global best practices with site-specific requirements, enabling students to appreciate the cultural and historical backgrounds while addressing contemporary urban challenges. The data collection and result assessment methodologies are tailored to each site, ensuring that the proposals effectively address the unique needs of these diverse public spaces.

4 Workshop Outcomes

4.1 Multi-criteria Comparative Analysis for Data Collection

The aim of the analysis was to identify the key factors contributing to the activation and sustainability of public spaces. In order to achieve that goal a tool of the multi-factor chart was used. The information of the site according to this tool was divided into 4 key areas such as physical arrangement of space, cultural context of space ethical and environmental issues. (Figs. 6, 7).

Fig.6.
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Fields of analysis, by Patrycja Haupt.

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Fig.7.
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Analytical chart (physical part showing compositional analysis, by B. Mierczak, D. Meres, K. Łukasik).

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The result of this study which was a group activity was to evaluate the effectiveness of different public space transformations. Special attention was drawn to the features such as accessibility, safety, social inclusivity, environmental impact, and economic vitality. The analysis were performed in the first stage of the design process.

4.2 Student Proposals and Methods of Assessment

During the workshops, students were tasked with developing proposals for public space transformations. These designs were required to address the specific needs of the chosen location and to consider the identified activation factors. The proposals were expected to aim to create public spaces that are active, inclusive, and environmentally sustainable.

Based on students proposal several elements play a pivotal role in shaping public spaces into vibrant and active places (Fig. 8). These components encompass aspects like providing easy access, ensuring safety, promoting inclusivity, engaging the local community in the design process, offering functional amenities, recognizing the cultural context, accommodating events and gatherings, prioritizing environmental sustainability, encouraging economic activity, organizing regular programming, integrating art, interactive features, and emphasizing sustainability throughout the design and management.

Fig. 8.
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Bridge connection in Kleparz, Kraków, design 2020, by Team06 Solomiia Vezhanska, Mu Lin, Zuzanna Matuszna, Marwan Afifi.

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To evaluate the proposals developed in the workshops, a comprehensive methodology was employed. It included assessing each proposal during the defense based on predefined criteria linked to activation factors, engaging in peer review for collaborative improvement, obtaining expert feedback from professionals and mentors, seeking input from the local community and stakeholders, to ensure the proposals continue to meet their intended objectives and adapt to changing needs.

The transformations in these workshops are guided by a blend of top-down and bottom-up objectives. Top-down approaches focus on creating iconic landmarks, enhancing public safety, and generating economic activity. On the other hand, bottom-up approaches emphasize local community engagement, social inclusivity, and environmental sustainability.

4.3 Teaching Methodology Effectiveness

The teaching methodology demonstrated in these international workshops has proven to be an effective didactic tool for nurturing sustainable and ethical approaches to public space design. The combination of top-down and bottom-up approaches, along with the diverse cultural backgrounds of the locations, encourages students to think critically and creatively about the transformation of public spaces [10,11,12]. The effectiveness of teaching methods can be assessed by the distribution of addressing different groups of public space problems. The aim of the project was to sensitize students to sustainable, ethical and cultural approach to public space design using the basis of their knowledge on spatial solutions [13, 14]. To assess whether the series of introductory workshops all of the design solutions presented for three sites were evaluated to establish which groups of problems identified in the initial query were addressed in the final design (Fig. 9).

Fig. 9.
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The result of the assessment of the workshop projects – addressed issues, by Patrycja Haupt.

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The comparison results revealed some interesting insights. Notably, 89% of the proposals successfully tackled physical problems, indicating a strong focus on addressing practical and tangible issues in public spaces. Surprisingly, 28% of the proposals addressed ethical concerns, surpassing the 23% that focused on cultural context [15]. This unexpected finding highlights the recognition of the importance of ethical considerations in public space design, possibly reflecting a growing awareness of the need for responsible and ethical urban development.

Additionally, 70% of the proposals placed a significant emphasis on sustainability, underlining the growing significance of environmentally conscious design practices in modern urban planning. This demonstrates a proactive approach in integrating sustainable elements to create more eco-friendly and resilient public spaces [16,17,18].

In summary, while the prominence of physical problem-solving was anticipated, the greater attention given to ethical aspects over cultural considerations underscores the evolving priorities in public space design. Moreover, the substantial focus on sustainability reflects the commitment to creating more environmentally responsible and resilient urban environments.

5 Conclusion

Transformations of public spaces play a vital role in addressing the contemporary challenges faced by urban centers across European countries. A teaching methodology that offers an approach based on four groups of criteria influencing the activeness of public space offers students a comprehensive understanding of the complex nature of public space design. By utilizing a multi-criteria comparative analysis, students are able to identify key activation factors and develop proposals that create active, inclusive, and environmentally sustainable public spaces. This methodology equips future architects and urban planners with the tools necessary to tackle the evolving needs of our cities in an ethical and sustainable manner.

The students’ proposals, as evidenced by their emphasis on practical problem-solving and the prioritization of ethical considerations over cultural ones, reflect the evolving landscape of public space design. The substantial focus on sustainability underscores the commitment to creating environmentally responsible and resilient urban environments. These insights not only provide a valuable roadmap for future public space transformations but also emphasize the need for inclusivity, sustainability, and ethical responsibility in shaping vibrant and dynamic urban spaces.

In a world marked by urbanization, social inclusion, climate change, and cultural diversity, the transformation and activation of public spaces emerge as essential elements in creating cities that are not only functional but also harmonious, engaging, and ethical. The combination of top-down and bottom-up approaches, enriched by diverse cultural perspectives, equips the architects and urban planners of the future to address these complex challenges effectively. Through thoughtful design and inclusive planning, urban environments can be shaped that inspire and serve their inhabitants while respecting their cultural heritage and the environment.