The CITYLAB project aims to stimulate innovation in teaching in higher education through problem-based learning in the Caribbean, to make higher education institutes and students better prepared to deal with contemporary urban problems and challenges. Problem-based learning is a proven innovative approach for introducing real-world problems in the education program with huge possibilities to transform the quality of learning and teaching. It is a kind of active, integrated and constructive learning method that works from a student centered approach and emphasizes on learning to learn and learning by doing, and breaks with traditional teaching methods, which are still the dominant educational methods used in the Caribbean higher education institutes. Problem-based learning requires to work on specific real-life problems through and inter- and transdisciplinary approach. We choose to work on specific urban problems and challenges , as they are most pressing in the Caribbean. As these problems are in general complex of nature, they require a multi - and transdisciplinary approach. The selection of urban problems demands cooperation with urban actors and provides the opportunity to structurally strengthen the relationship between the higher education institutes and several public and civil society organizations. Accordingly, education becomes more socially relevant. The project departs from existing niches of problem-based learning methods in curricula of urban planning, urban engineering and architecture in 10 Caribbean higher education institutes, and gradually involving members from other faculties such as sociology, law, geography, public administration, political sciences, environmental engineering and criminology,... through the development of the CITIYLAB modules. The modules are transformations of accredited parts of existing curricula. The teachers from different faculties will be involved and trained to implement PBL methods in their CITYLAB module.
The CITYLAB CAR project aims to stimulate innovation in teaching in higher education through 'problem-based learning' (PBL) in the Caribbean in order to make higher education institutes and students better prepared to deal with contemporary urban problems and challenges. Problem-based learning is a proven innovative approach for introducing real-world problems in the education program with huge possibilities to transform the quality of learning and teaching. It is a kind of active, integrated and constructive learning method that works from a student centered approach and emphasizes on learning to learn and learning by doing, and breaks with traditional teaching methods, which are still the dominant educational methods used in the Caribbean higher education institutes. Problem-based learning requires to work on specific real-life problems through and inter- and transdisciplinary approach. We focused on specific urban problems and challenges , as they are most pressing in the Caribbean. As these problems are in general complex of nature, they require a multi - and transdisciplinary approach. The selection of urban problems demands cooperation with urban actors and provides the opportunity to structurally strengthen the relationship between the higher education institutes and several public and civil society organizations. Accordingly, education becomes more socially relevant. The project implements the methodology of PBL in the curricula of 10 Caribbean and 3 European higher education institutes through the development of CITYLAB modules which are courses addressing urban challenges through a student-centered learning approach, based on interdisciplinary work and collaboration with external actors. The modules are transformations of accredited parts of existing curricula. Teachers and academic coordinators were involved in several national and international workshops to discuss the implementation of the PBL methodology in their modules and exchange practices or challenges during collaborative world café sessions. An online training program was designed for teachers, course coordinators and students following a self-paced approach in order to support the institution-specific process of PBL implementation. The project stimulated continuous exchange of experiences on teaching and learning in the off- and online meetings with the consortium. At the final stage of the project, we organized a virtual conference that aimed to disseminate insights and stimulate academic discussion on innovative learning methods for sustainable (urban) development in Caribbean higher education. Two experts on impactful education and sustainable urban development participated in the international sessions as keynote speakers and as part of the jury of the student competition. Students were actively involved to reflect on their learning experience and shared the results of their work as part of this online competition. Each Caribbean country organized a national event to disseminate the results of their Citylab module and reflect on PBL challenges and opportunities, teacher and student strategies, working with real life problems and external actors, and the sustainability of the modules after the project. The final conference outputs are collected in an Ebook.