ABSTRACT
This chapter explains about how to rethink landscape education in the light of this ‘constructivist turn’. It deals with an example that shows how both the digital and the constructivist turn can come together and open up new possibilities for landscape education. Landscape education already provides various foundations for integrating a constructivist dimension. Academic education in the field of landscape needs to prepare students for professional realities so that their work can bring the European Landscape Convention to life. The New Urban Agenda asks for integrated and participatory approaches to which also landscape-related planning and design professions need to contribute. Information and communication technologies, as mentioned throughout the New Urban Agenda, will open up new opportunities for sharing landscape knowledge, shaping new discourse dimensions and envisioning alternative futures. The learning activities are always designed to allow for a discussion of the learners’ specific local landscape conditions.
