Research-Driven Pedagogy: Advancing Transformative Skills in Spatial Justice and Urban Sustainability through Educational Innovation. Insights from the REPLACE Project

Abstract

This paper presents a transformative educational initiative developed within the REPLACE project, which integrates university research with civic engagement. Focusing on a pilot workshop conducted in a primary school, the study analyses the design and implementation of The REPLACE Game, a board game that introduces children to spatial justice, sustainability, and cohesion policy through experiential learning. Co-created with university students, the game fosters critical thinking, ethical awareness, and teamwork in young learners while promoting public engagement and pedagogical innovation. The paper outlines the design process, pedagogical goals, and learning outcomes, and discusses further developments in higher education as well. The experiece illustrates how schools can become laboratories of democracy, translating abstract policy concepts into accessible, action-based learning experiences.