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<p>Alexandria’s streets have long functioned as living cultural landscapes—spaces where memory, identity, and everyday life intertwine. However, amid rapid and largely investment-driven urban transformation in the Global South, these sensory and emotional layers are gradually eroding. The current wave of redevelopment in Alexandria often prioritizes mobility and real-estate efficiency over cultural continuity, risking the loss of collective memory that once bound citizens to their neighborhoods. This study explores how landscape pedagogy can reconnect younger generations with these intangible dimensions of place through experiential learning and digital participation. Employing a Design-Based Research (DBR) framework grounded in action research, the project was implemented within a third-year course in the Landscape Design and Planning Program at Alexandria University, jointly taught by the Faculty of Fine Arts – Architecture Department and the Faculty of Agriculture. Students engaged in a four-phase pedagogical process: (1) Visual Memory Mapping during Ramadan; (2) Street Selection through Survey123; (3) Cognitive Mapping and Problem Definition; and (4) Reimagination via Streetmix and Landscape Narratives. Findings reveal a perceptual transformation—from viewing streets merely as infrastructural corridors to understanding them as evolving cultural landscapes shaped by memory, sound, and human interaction. The research underscores the urgency of documenting present urban conditions before they vanish, framing education as a medium for cultural preservation. By integrating participatory mapping and digital tools, landscape pedagogy emerges as a model for intergenerational learning and social resilience in rapidly transforming cities of the Global South. By positioning education as a tool for cultural preservation, this study contributes to ongoing debates on landscape pedagogy and offers a transferable model for integrating digital participation and intergenerational learning in rapidly transforming urban context.</p>

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Landscape pedagogy for intergenerational urban learning a design based educational framework from Alexandria Egypt

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  • 发表日期：

    2026年6月29日

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  • Sarah Enany

摘要

Alexandria’s streets have long functioned as living cultural landscapes—spaces where memory, identity, and everyday life intertwine. However, amid rapid and largely investment-driven urban transformation in the Global South, these sensory and emotional layers are gradually eroding. The current wave of redevelopment in Alexandria often prioritizes mobility and real-estate efficiency over cultural continuity, risking the loss of collective memory that once bound citizens to their neighborhoods. This study explores how landscape pedagogy can reconnect younger generations with these intangible dimensions of place through experiential learning and digital participation. Employing a Design-Based Research (DBR) framework grounded in action research, the project was implemented within a third-year course in the Landscape Design and Planning Program at Alexandria University, jointly taught by the Faculty of Fine Arts – Architecture Department and the Faculty of Agriculture. Students engaged in a four-phase pedagogical process: (1) Visual Memory Mapping during Ramadan; (2) Street Selection through Survey123; (3) Cognitive Mapping and Problem Definition; and (4) Reimagination via Streetmix and Landscape Narratives. Findings reveal a perceptual transformation—from viewing streets merely as infrastructural corridors to understanding them as evolving cultural landscapes shaped by memory, sound, and human interaction. The research underscores the urgency of documenting present urban conditions before they vanish, framing education as a medium for cultural preservation. By integrating participatory mapping and digital tools, landscape pedagogy emerges as a model for intergenerational learning and social resilience in rapidly transforming cities of the Global South. By positioning education as a tool for cultural preservation, this study contributes to ongoing debates on landscape pedagogy and offers a transferable model for integrating digital participation and intergenerational learning in rapidly transforming urban context.