Developing sustainability competencies through dual mentorship: a qualitative multiple-case study of urban and rural planning education in China

Introduction Higher education is under growing pressure to produce graduates capable of addressing sustainability challenges, yet the gap between classroom theory and real-world practice remains difficult to bridge. This study examines a dual-mentorship model that pairs academic faculty with rural village practitioners as a way to develop sustainability competencies in urban and rural planning education at the undergraduate level in China, focusing on systems thinking, normative competence, and strategic competence. It explores both what the approach achieves and the constraints it faces. Methods The study draws on the “100 Youths Interview 100 Village Secretaries” initiative, a university-wide experiential learning programme. We conducted a qualitative multiple-case study of 10 purposively selected villages, collecting data from reflection journals written by 30 undergraduate students and semi-structured interviews with 10 village party secretaries. A post-fieldwork self-assessment survey provided a descriptive supplement. Data were analysed using a hybrid deductive–inductive thematic analysis, with the three competency dimensions serving as the initial analytical framework. Results The qualitative evidence shows that pairing field immersion with academic and practitioner mentorship is associated with perceived gains across all three target competency domains. A supplementary post-fieldwork survey corroborates these patterns, with the large majority of students rating the initiative as useful across all domains. Analysis of journals and interviews reveals how these gains arise: students developed systems thinking by tracing the connections among ecological, livelihood, and policy dimensions; strengthened normative competence by working through the value trade-offs embedded in real governance decisions; and built strategic competence through direct exposure to stakeholder negotiation and adaptive implementation in village settings. Discussion The study surfaces persistent challenges around curriculum integration, mentor preparation, and competency assessment, alongside concrete opportunities for practice-embedded and interdisciplinary learning. The findings offer a model for training planning graduates who can translate sustainability principles into action within local governance contexts.