The regional learning environment (RLE) embeds planning student learning in a real-world participatory planning process. This study investigates the effectiveness of the RLE and its “boundary crossing” design characteristics with respect to student learning. The quasi-experimental study combines a quantitative competence test (N = 225) with qualitative student and teacher learning reports. The RLE, in general, stimulates planning students’ learning. “Working in multidisciplinary student groups” and “high coaching intensity” have specific added value for learning. “Intense student–stakeholder collaboration” does not significantly improve learning; however, qualitative data indicate this to be a powerful boundary crossing design principle of the RLE.
- authentic learning environment
- boundary crossing
- competence development
- planning education