Digital pedagogy for data-driven unsolicited urban design

Abstract

As urban environments evolve with increasing complexity, urban planning must adapt by often responding to unsolicited demands rather than to commissioned, structured work. This paper explores the integration of digital tools – including Digital Twins – into the architectural curriculum at ETH Zurich, aiming to bridge the gap between data-driven site analysis and data-driven design. The study focuses on the application of these methods in real-world contexts,such as the Urban Transformation Project Sarajevo, where students from ETH Zurich and the University of Sarajevo applied the acquired knowledge to the development of a new Urban Plan for Sarajevo. The impact of the newly introduced digital pedagogies is investigated within existing lectures and through innovative learning environments, such as hackathons for architects. The outcomes highlight the potential of digital literacy in supporting future urban planners. By introducing digital tools through project-based learning, students were enabled to connect data-driven site analysis with data-driven unsolicited design processes, fostering a more holistic understanding of urban planning.