University-City learning for sustainable and inclusive urban futures: Two community-based action research experiences in Europe

Universities face growing pressure to align teaching with urgent social, economic, and environmental challenges in their territories. This article examines how community-based action research (CBAR) pedagogies can foster reciprocal university-city learning through two initiatives at Roskilde University and Mondragon University. Drawing on documents, student work, surveys, interviews and field notes, the comparative analysis shows how CBAR principles were enacted through project-oriented and challenge-based work, design thinking, and shared civic infrastructures. The article shows how CBAR can reposition universities as civic partners in urban transformation while exposing tensions around time, power, and participation.