Purpose This paper aims to present an experience-based learning framework that provides a bottom-up, student-centered entrance point for the development of systems thinking, normative and collaborative competencies in sustainability. Design/methodology/approach The framework combines mental mapping with exploratory walking. It interweaves mapping and walking activities with methodological and theoretical inputs as well as with reflections and discussions. The framework aligns experiential activities, i.e. mental mapping and walking, with learning objectives, i.e. novice-level sustainability competencies. The authors applied the framework for student activities in Phoenix/Tempe and Hamburg/Lüneburg as part of The Global Classroom, a project between Arizona State University in the USA and Leuphana University of Lüneburg in Germany. Findings The application of the experience-based learning framework demonstrates how students started developing systems thinking (e.g. understanding urban systems as functional entities and across different domains), normative (e.g. using different sustainability principles) and collaborative (e.g. learning across disciplinary, social and cultural differences) competencies in sustainability. Originality/value The experience-based learning framework contributes to the development of curricular activities for the initial development of sustainability competencies in introductory-level courses. It enables students from different disciplinary, social and cultural backgrounds, e.g. in international education, to collaboratively start developing such competencies. The framework can be adapted to different educational contexts.

Urban real-world laboratories (RWLs) are increasingly used internationally and studied as an instrument of urban transformation. New cases in diverse political, economic, social and ecological situations offer a rich set of learning experiences, but the distinctive urban contexts make it impossible to draw comparisons in the traditional sense. In this article—an experiment in itself—we aim to gain a deeper understanding of how RWLs contribute to urban transformation in very different contexts. We apply Jennifer Robinson’s theoretical framework “thinking through elsewhere” on two ongoing urban RWLs: the Itaim Paulista Lab, located in the urban periphery of São Paulo, Brazil and the Lokstedt Urban Transformation Lab in Hamburg, Germany. We operationalize Robinson’s framework in two steps. First, we present the genetics—context, roots, concepts and activities—of both labs. Second, we engage the RWLs in a generative conversation on their role in transforming governance and practical action, with a special focus on the questions of if and how the labs contribute to long-term transformative change. We also find that both labs show potential to contribute to long-term transformative change through governance and practical action.

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