This paper aims to supplement existing research on a joint approach to integrate sustainability into higher planning education (HPE) by facilitating an international transformative learning process. It looks at three different urban master’s programs in Serbia (Belgrade) and Germany (Berlin and Stuttgart).,In this paper, students' assessments of the pedagogical model, individual learning outcomes and the long-term value of the pedagogical model in respect of key competences for sustainability are presented and discussed. Basic assumptions of the study include that assessment from the students' perspective can provide feedback on the transformational learning experience with the aim of improving the experience and thus learning outcomes; help identify limitations and target specific areas for improvement in the pedagogical model; and improve the evaluation of effectiveness in developing knowledge and skills for sustainability in HPE.,The paper provides evidence that a learner-centered and action-oriented approach, as well as a global dialogue among peers from different backgrounds and nationalities, is an effective way to educate future generations of urban planners to become “change agents” for societal transformation toward a more sustainable future within their respective contexts.,The paper is a supplement to the existing research on educational initiatives that attempts to integrate sustainability into the curricula, especially of urban-related programs; showcases outcomes of the pedagogical model(s) for sustainable development applied, especially when addressing the competences of students working in developing, transitional and developed countries or different geographic contexts; and shows long-term learning outcomes after the students move into work practice.

中文翻译：

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通过国际合作将可持续发展纳入高等教育计划

本文旨在通过促进国际变革性学习过程，补充有关将可持续性纳入高等教育计划教育（HPE）的联合方法的现有研究。它考察了塞尔维亚（贝尔格莱德）和德国（柏林和斯图加特）的三种不同的城市硕士课程。在本文中，学生对教学模式，个人学习成果以及该教学模式在长期学习方面的价值进行了评估介绍和讨论了可持续发展的关键能力。该研究的基本假设包括：从学生的角度进行评估可以提供有关变革性学习经历的反馈，以期改善体验并从而改善学习成果；帮助确定局限性，并针对特定领域以改进教学模型；本文提供了证据，表明以学习者为中心，以行动为导向的方法以及来自不同背景和国籍的同龄人之间的全球对话是一种有效的方法。以教育后代的城市规划者成为“变革推动者”，以便在各自的背景下实现社会向更可持续的未来的转型。与城市有关的方案；展示适用于可持续发展的教学模型的成果，尤其是在解决从事开发工作的学生的能力时，转型国家和发达国家或不同的地理环境；并显示出学生从事工作后的长期学习成果。