Abstract
Urban design education increasingly calls for methods that prepare designers to act within complex public systems. This paper reframes the Malmö CityLab, an experimental module within a master’s program on post-industrial cities, as a situated pedagogy for public design learning. Combining worldbuilding, design fiction, and persona storytelling, the CityLab enabled students and stakeholders to collectively speculate on Malmö’s futures across themes of regeneration, migration, and climate transition. Drawing on student artifacts and expert interviews, the study explores how speculative storytelling cultivates political sensitivity, collaborative reflexes, and systemic awareness, key capabilities for acting as public designers. Findings show that worldbuilding supports reflective, plural, and civic learning, positioning CityLabs as infrastructures for collaborative knowledge production and inclusive urban imagination. The paper contributes to emerging discussions on speculative pedagogies and their role in shaping the competencies, sensitivities, and methods required for public design education.
Keywords
Public Design Education; Speculative Pedagogies; Worldbuilding; Situated Learning; CityLabs; Civic Imagination; Design Fiction; Design Capabilities
DOI
https://doi.org/10.21606/drs.2026.1835
Citation
Yantac, A., Mulry, C., and Linehan, D. (2026) Reframing cityLabs: Worldbuilding as situated pedagogy for public design learning, in Simeone, L., Gray, C. M., Verhoeven, A., de Götzen, A., Bakırlıoğlu, Y., Zohar, H., Stead, M., and Buwert, P. (eds.), DRS2026: Edinburgh, 8–12 June, Edinburgh, United Kingdom. https://doi.org/10.21606/drs.2026.1835
Creative Commons License
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Included in
Reframing cityLabs: Worldbuilding as situated pedagogy for public design learning
Urban design education increasingly calls for methods that prepare designers to act within complex public systems. This paper reframes the Malmö CityLab, an experimental module within a master’s program on post-industrial cities, as a situated pedagogy for public design learning. Combining worldbuilding, design fiction, and persona storytelling, the CityLab enabled students and stakeholders to collectively speculate on Malmö’s futures across themes of regeneration, migration, and climate transition. Drawing on student artifacts and expert interviews, the study explores how speculative storytelling cultivates political sensitivity, collaborative reflexes, and systemic awareness, key capabilities for acting as public designers. Findings show that worldbuilding supports reflective, plural, and civic learning, positioning CityLabs as infrastructures for collaborative knowledge production and inclusive urban imagination. The paper contributes to emerging discussions on speculative pedagogies and their role in shaping the competencies, sensitivities, and methods required for public design education.