Urban design education research increasingly acknowledges the crucial need to create partnerships and collaborations with relevant stakeholders to support urban environments’ planning, governance, design, and decision-making processes in the most holistic manner. However, an inclusive and sustainable urban environment does not have the same meaning for every city, making its design more challenging. The sensory spatial qualities of cities are complex and depend on many social, economic, political, cultural, and natural factors. Thus, this study explores the role of the urban living lab (ULL) methodology in designing inclusive, sustainable, and climate-resilient urban environments in a graduate design studio course. In this study, the ULL was more than a lab. It opened up the critical awareness of multiple links between research, experience, and practice in land use policy. This ULL pedagogical approach could be replicated in different urban contexts to support the decision and design phase of the land use policy process.

城市设计教育研究越来越认识到迫切需要与相关利益相关者建立伙伴关系和合作，以最全面的方式支持城市环境的规划、治理、设计和决策过程。然而，包容和可持续的城市环境对每个城市的意义并不相同，这使得其设计更具挑战性。城市的感官空间质量是复杂的，取决于许多社会、经济、政治、文化和自然因素。因此，本研究探讨了城市生活实验室 (ULL) 方法在设计研究生设计工作室课程中的包容性、可持续和气候适应型城市环境中的作用。在这项研究中，ULL 不仅仅是一个实验室。它开启了对研究、经验、土地利用政策的实践。这种 ULL 教学方法可以在不同的城市环境中复制，以支持土地使用政策过程的决策和设计阶段。