Participation Encouraged by Law – Intervening Neighborhoods, Mutual Learning and Empowerment

Abstract

This paper explores how a political top-down decision in Venezuela’s higher education system opened new perspectives in architecture and community development. In 2005, the Venezuelan government introduced a law requiring undergraduate students to undertake community service, applying their academic knowledge for the benefit of local neighbourhoods. Focusing on students of architecture and urbanism from the Central University of Venezuela (UCV), the paper presents three case studies of service work interventions. These examples illustrate how participatory design and social design approaches can strengthen local development, cultural identity, and neighbourhood empowerment. The interventions also facilitated mutual learning between residents and students, highlighting the potential of design as a tool for dialogue, reflection, and empowerment.