Joyful living labs – pedagogical approach for urban design thinking soft skills

Purpose Urban design professionals face the challenge of creating responsive human settlements amidst complex, ever-evolving interactions between numerous factors, which makes each project a “wicked problem,” requiring designers with specific skills to solve them effectively. This paper explores how integrating “Living Labs” and “Learning Playing techniques” equips urban design students with the needed competencies to address these challenges. Design/methodology/approach The research employed a literature review focusing on urban design theories related to “wicked problems,” design thinking and soft skills. Through this review, the authors developed the “Urban Design Thinking Soft Skills (UDTS) matrix” and identified pedagogical approaches using Living Labs and Learning Playing Techniques. An award-winning community design studio at Cairo University served as a case study to test and validate the UDTS matrix. Interviews were conducted to further investigate the effectiveness of incorporating these approaches. Findings The study found that integrating Living Labs principles and Learning Playing Techniques (termed “Joyful Living Labs” in this context) are effective pedagogical methods. Interviews provided evidence supporting their value within urban design curricula for the Egyptian context. Originality/value This paper proposes the UDTS matrix as a framework to equip students with the necessary soft skills for tackling complex urban design challenges. Furthermore, it introduces the concept of “Joyful Living Labs” as a potential pedagogical approach specifically suited for the Egyptian context.