Sustainability as an educational objective in higher education is becoming increasingly prevalent. Design studies, and future designers, play a significant role in promoting sustainability. However, sustainability education must prioritize experiential learning alongside conventional methods. To achieve this, learning beyond the classroom through active methodologies is crucial, allowing students to comprehend the environment as an integral part of the society in which they reside. Incorporating local ecological knowledge into the curriculum enhances the perceived value of the surrounding territory, thereby contributing to its preservation and appreciation. This paper presents the outcomes of a pedagogical proposal involving challenge-based learning in the Baix Llobregat Agrarian Park (Catalonia, NE Iberian Peninsula) across various higher education design courses. The proposal has a dual objective: firstly, to utilize territorial capital as a central theme for project-based learning in design studies, fostering the development of knowledge, skills, and values necessary for addressing contemporary societal challenges and advancing a more sustainable and equitable future. Secondly, design activities serve as an initial step in highlighting the distinctive characteristics of the territory through the materialization of products, services, or strategies. The research encompasses 26 projects from 37 students, each representing design scenarios aimed at communicating the potential of territorial resources to local communities. A detailed case study is provided, along with an evaluation of student perceptions regarding the suitability of this approach through surveys. The results demonstrate the potential of integrating the disciplines of ethnoecology and design to enhance both the territory and local ecological knowledge.
Marín et al. (Wed,) studied this question.