The educational aspect of new urbanism and community development projects

Abstract

Adult education has enormous potential for community development, supporting social cohesion, professional adaptation and recovery from crises. The aim of the study is to identify promising vectors of educational policy and public discourse in communities from the perspective of new urbanism. The main ideas and principles of new urbanism that influence the demand for educational products are considered. It is determined that modern educational institutions (schools, universities, informal education centers) are no longer limited to the classical roles of knowledge transfer, they are becoming open hubs of interaction where experience is exchanged between generations, cultures, and professions. The educational component in the paradigm of new urbanism acquires strategic importance, transforming from an accompanying element of development into its key tool. Education acts not only as an environment for knowledge formation, but also as a mechanism for project interaction, within which solutions are developed for the spatial, social, and economic transformation of communities. In view of this, there is a need for a systematic understanding of the relationships between educational practices, project approaches and the formation of innovative communities. To reflect this logic, a structural-logical model of the educational potential of new urbanism is proposed, which demonstrates the mechanisms for integrating learning, partnership and innovation into the process of strategic community development. Systematized types of educational projects in new urbanism are presented, which include more formats, their descriptions and examples with an emphasis on space, participation, social inclusion and innovation. Examples of educational projects in communities implemented in the context of new urbanism in Ukraine are given. Key areas of adult education in the context of new urbanism are identified. The concept of spatially integrated learning for adults in new urbanism is proposed and its key principles are defined. The idea of ​​a “community-useful professional” is considered – a person whose professional activity combines expertise, social empathy, interdisciplinarity and local inclusion. Examples of community-useful professionals, their roles, skills and examples of application are given.