Reframing Pedagogy, Technology, and Research in Planning Education: Insights from Kenya

Abstract

The evolution of urban and regional planning education in Kenya exposes critical gaps in aligning pedagogy, technology, and research approaches with local development realities. Current curricula often replicate Eurocentric planning models that inadequately respond to the socio-cultural, ecological, and spatial complexities of Kenya’s diverse territories. This paper interrogates these cross-cutting issues by drawing insights from a study on the Diffusion of Territorial Planning Philosophies in Kenya. The study adopts a mixed-methods approach, combining document analysis of planning policies, key informant interviews with educators and practitioners, and spatial mapping of planning diffusion patterns. It identifies a persistent theory-practice dichotomy, limited integration of indigenous knowledge systems, and uneven adoption of technological innovations as barriers to contextualised planning education and research. Findings highlight the need for transformative pedagogies that incorporate studio-based learning, participatory planning approaches, and the use of GIS and visualisation tools to foster critical engagement with territorial development issues. Furthermore, the paper argues for methodological pluralism in planning research, emphasising participatory action research and transdisciplinary collaborations to co-produce knowledge with communities. This contribution proposes a conceptual framework that aligns pedagogy, technology, and research as mutually reinforcing pillars for decolonising planning education. The framework underscores the importance of cultivating planners equipped to address Kenya’s development imperatives; including urban-rural linkages, ASAL development, and social cohesion; while affirming cultural identity and territorial integrity. By interrogating these cross-cutting issues, the paper provides pathways for African planning schools to innovate and produce graduates capable of navigating the complexities of contemporary and future development landscapes.