When a summer school becomes a catalyst for real-world engagement and transformative learning

The Geraci Missione Futuro Summer School served as a live experiment in transformative pedagogy, offering architecture students a unique opportunity to engage with real-world challenges in a shrinking Sicilian town. Organised in 2024 by the University of Hertfordshire, in collaboration with the Geraci Siculo Council, Università della Basilicata, and Università di Palermo, the week-long initiative focused on reimagining abandoned spaces to revitalise the town’s identity and attract future generations.
Set outside the traditional university context—both physically and theoretically—the summer school enabled learners to take ownership of their design process while engaging directly with local communities, councillors, and institutions such as the Robotic Institute of the Consiglio Nazionale delle Ricerche (CNR). Their interest in positioning Geraci as a hub for digital innovation provided a compelling design brief that linked historical preservation with cutting-edge technology.
The programme was grounded in a triadic pedagogical framework: Experiential Learning, Transformative Pedagogy, and Problem-Based Learning (PBL). Students worked in interdisciplinary teams, immersing themselves in the social and physical fabric of the town. The live context and absence of formal assessment fostered a dialogic environment in which tutors acted as facilitators, and students were encouraged to reflect critically on their assumptions, disciplinary norms, and ethical responsibilities.
Two contrasting proposals emerged. RSVP proposed the adaptive reuse of historical spaces for cultural and civic purposes, embracing local heritage and community activation. Siculo Harbour, by contrast, envisioned a drone port and digital infrastructure to connect Geraci with wider networks, challenging perceptions of rural marginality. Both projects were presented to the City Council in a formal session, sparking enthusiasm and a commitment to continue similar initiatives.
The summer school mapped a pedagogical terrain where theory, practice, and community converge. While Experiential Learning provided the foundational approach—anchoring students in place and practice—Transformative Pedagogy prompted epistemological shifts through disorienting encounters, and PBL structured learning around a real, complex problem.
This model illustrates how architecture education can empower students to become socially engaged, critically aware, and contextually responsive designers. By integrating reflective, site-specific, and problem-driven approaches, Missione Futuro offers a replicable framework for transformative learning in architectural and urban design education.