Re-invigorating planning education quality, relevance and innovation via education for climate change adaptation

The education of planners involves engagement of students in many'wicked' planning problems, including climate change. This paper demonstrates that by thinking about climate change problesm for urban and regional places, educators are reminded about the importance of some more generic but essential capabilities required of planners to ne able to deal with a range of challenging problems. The processes of analysing and interpreting climate change for decision making and planning practice and reflecting on the multi-faceted nature of climate change implications for social and ecological systems and built environments can prompt a valuable re-assessment of the importance and relevance of planning itself, and the content and approaches to planning education more generally. Based on the experience of reviewing and 'renovating' the University of Tasmania'a planning program to embed education for climate change adaptation, this paper:i) reflects on such a process;ii) evaluated the application of specific pedagogigal values and approaches to the educatin of planners fro clilmate change adaptation; and iii) demonstrates how the application of these also facilitated improvement in education for other core planning capabilities. The paper shares how these approaches have been trialled, implemented and evaluated in order toe draw out key lessons for planning educators.