The COVID-19 pandemic has become a critical challenge for the higher education sector. Exploring the capacity of this sector to adapt in the state of uncertainty has become more significant than ever. In this paper, we critically reflect on our experience of teaching urban design research methods online during the early COVID-19 lockdown in the UK. This is an exploratory case study with a qualitative approach with an aim to inform resilient practices of teaching in the face of public health emergencies. Drawing on the experience of teaching the Research Methods and Techniques subject during lockdown, we discuss the rapid transition from face-to-face to online teaching and point to the challenges and opportunities in relation to the learning and teaching activities, assessment and feedback, and digital platforms. This paper concludes by outlining some key considerations to inform the development of more adaptive and resilient approaches to online teaching in the context of unprecedented global health crises such as the COVID-19 pandemic. We argue that it is critical to move beyond fixed pedagogical frameworks to harness the productive capacities of adaptive teaching.

Students’ learning experiences and perceptions are markedly influenced by the use of digital technology during the COVID-19 pandemic. Exploring students’ perception of blended online learning, amid the adaptations of the higher education sector in the wake of uncertainty, has become more critical than ever. This paper reflects on the experience of learning and teaching the Research Methods and Techniques subject in the postgraduate programme of MA Urban Design at Cardiff University during COVID-19 in the UK. To do so, we designed and carried out an online survey to explore students’ perception of online teaching and learning activities, feedback and assessment, and digital platforms based on their experience during the subject delivery period in the 2020–2021 academic year. One of the significant findings of this paper was that students agreed with the impact of eye contact on their virtual learning experience but as long as this was aligned with their rights to see others, including their peers and instructors, rather than reciprocal rights to be seen. In addition, students felt that facilitating synchronous communication through effective interaction among diverse peers has been quite challenging in small-group online reading seminars. The majority of respondents also reported that attending live online lectures was more helpful than watching pre-recorded lectures. Online formative feedback and synchronous interim reviews also allowed students to reflect on their progress and develop their projects further before their summative assessment. The outcomes of this paper can effectively assist educators who consider delivering programmes, adopting a blended online learning environment design model, in the post COVID-19 era. The findings of this study can also provide guidance for further developments and improvements in using digital technology and blended online learning in urban design education and pedagogy.

The last decade has seen an increasing interest in the application of assemblage thinking, in geography, sociology, and urban studies. Different interpretations of the Deleuzian concept of assemblage give rise to the multiple articulations of the term in urban studies so far. This paper aims to review the recently published research on assemblage theory and explore the implications of assemblage thinking in urban studies. The study thus provides an overview of the most significant contributions in the area, including a succinct bibliography on the subject. The paper concludes that assemblage can be effectively adopted as a way of thinking in urban studies to provide a theoretical lens for understanding the complexity of the city problems by emphasising the relations between sociality and spatiality at different scales.

Street trading has become integral to how public space works in cities of the global South. It cannot be considered as marginal since it gears to the urban economy and works as a key mode of income generation for the urban poor to sustain livelihoods. A poor understanding of how forms of street trading work in public space can lead to poor design and policy interventions. While many practices of formalization aim at the elimination of informality, the challenge is to explore the complex informal/formal relations and the dynamics of street trading to understand how forms of informality negotiate space and visibility in the public realm. In this paper, we propose a typology of street trading, based on the criteria of mobility within public space and proximity to public/private urban interfaces. While exploring the degrees of mobility in informal street trading can be crucial to the modes of governance and adaptability involved, of critical importance is to investigate how street trading takes place in relation to the built form—particularly the edges of public space where public/private interfaces enable or constrain exchange and appropriation. The developed typology provides a better understanding of the dynamics of street trading and contributes to the ways in which the built environment professions can most effectively engage with interventions in public space without eradicating the scope for informal adaptations.

Urban design studio education aims to prepare future urban designers to more effectively understand how cities work and critically engage with the role of design intervention in the built environment. A design studio is an appropriate setting where this can take place. This paper details the design and delivery of a postgraduate urban design studio subject in the MA Urban Design programme at Cardiff University during the COVID-19 pandemic in the UK. We particularly investigate the capacities and challenges of blended learning and teaching, with a primary focus on the experience and perception of students in the context of design studio pedagogy. To this end, we discuss the findings from an online survey of postgraduate urban design students and reflect on their experience and perception of the related learning and teaching activities, assessment, feedback, field study visits, workshops, and digital platforms during the subject delivery period in the 2021–2022 academic year. The outcomes of this paper can inform future practices of blended learning and teaching incorporating a mix of face-to-face and online modes of delivery in relation to design studio education, particularly in the context of unprecedented global health challenges such as the COVID-19 pandemic.