Educating planners for sustainable development: perspectives from Norway

Abstract

This study examines the role of planning education in addressing the competencies needed to implement Agenda 2030 and the UNSDGs in local and regional planning, focusing on the Norwegian context. By analyzing theories in planning education, higher education for sustainable development, and interviews with planners and educators, we identify competencies that are necessary in planning for sustainable development. Our findings highlight the importance of combining critical reflection with the craft of planning and integrating real-world practice into education. We argue that educational programs must ensure holistic, systemic, and strategic competencies to effectively prepare planners for sustainable development or risk undermining their integrity.