Scenario-Based Teaching Innovation for Historic District Renewal under University–Enterprise–Government Collaboration: A Case Study of Urban Design Practice on Harbin Central Street
Abstract：As urban development shifts from incremental expansion to stock-based quality improvement, the renewal of historic and cultural districts increasingly involves plural value goals, complex stakeholders, cross-disciplinary knowledge, and dynamic implementation processes, placing higher demands on graduate planners’ judgment, coordination, and practical innovation. Conventional courses, centered on lecturing and outcome-based assessment, struggle to convey the interest coordination, policy constraints, and implementation feedback found in real renewal projects, and are ill-suited to transmitting
tacit industry knowledge and professional ethics. Grounded in situated-learning and collaborative-education theory and based on the course Urban Renewal and Urban Design Theory and Practice at Harbin Institute of Technology, this study takes Central Street and its surrounding district in Harbin as the practice site and introduces universities, planning enterprises, and government management departments to build a scenario-based teaching model driven by university–enterprise–government collaboration. Through the university’s theoretical organization, the enterprise’s practical guidance, and the government’s governance orientation, real sites, real issues, and real decision-making processes are converted into teaching resources, forming a teaching procedure of “practice guidance–collaborative decision-making–multi-stakeholder review” and an operating mechanism of “scenario activation–process guidance–value shaping”. Preliminary course practice suggests that the model helps integrate theoretical knowledge, technical methods, practical experience, and professional ethics, and improves students’ problem identification, technical application, multi-party communication, and comprehensive decision-making abilities. In response to the high coordination cost among multiple actors, uneven teaching resources, and organizational difficulty, the paper further proposes optimization paths including core-module extraction, resource-based adaptation, and shifting the leading actor, offering reference for teaching reform in urban renewal and historic conservation courses.
