Learning collaborative and participatory methods through an inclusive design process

A complex array of social, environmental and political changes is transforming contemporary societies. While these changes offer opportunities for innovation, they also threaten to expand segregation (Dadashpoor & Keshavarzi, 2024). Within this divisive and apathetic context, universities can expand their social responsibility through action (Dancis et al., 2023). They can explore ways of relating to their social context by facilitating participatory projects (Sengupta et al., 2020) while establishing links with socially engaged practice (Smith et al., 2025). Practice in architectural disciplines is evolving towards more inclusive ways of understanding design (Lamirande, 2020). Interdisciplinary collaboration and the integration of users in decision-making are transforming practice (Luck, 2018). They are also helping designers to inclusively address the challenges that contemporary societies face (Leino & Puumala, 2021). These new ways of practicing are being integrated into tertiary education (Tuhkala & Ari, 2021), where new pedagogical models incorporate stakeholder perspectives and encourage community engagement (Dhadphale & Wicks, 2022). Community-based projects expand teaching and learning, enabling the experience of practice-based education through the development of participatory projects (Medved and Ursic, 2021). Design-based university-community partnerships offer the opportunity to bring theory to practice through Participatory Action Research (De Oliveira, 2023), as participation and collaboration become the research drivers (Jacobs, 2018). Students can experience Work-Integrated Learning (Zegwaard et al., 2023), develop skills relevant to practice (Meroni & Selloni, 2022) and frame professional identities underpinned by civic engagement (Koekkoek et al., 2021) whilst helping communities understand and improve their conditions (Compare et al., 2022). Collaborative and participatory methods, or new professional roles can be learned through the experience of a participatory project (Martinez-Almoyna, 2019). The Landscape Architecture programme of Te Herenga Waka/Victoria University of Wellington (VUW) has been developing over the last years a methodology that facilitates service learning, demonstrating to be adaptable to different types of partners, projects, design objectives and university courses (Martinez-Almoyna, 2023). This paper explains the application of this methodology in a project that proposes the transformation of Mātai Moana (Mount Crawford, Wellington) into a new Ecosanctuary and Heritage Reserve, working alongside the local community and mana whenua (Indigenous people who have historic and territorial rights over the land).