Report on Stakeholders’ Perspectives, Placemaking, and Tactical Urbanism in the Spatial Reconfiguration of Urban Schools in Timișoara, Romania

Abstract

This report examines the role of placemaking and tactical urbanism as key drivers in enhancing the climate of urban schools, focusing on the spatial reconfiguration of educational institutions within a post-communist context in Timișoara, Romania. Employing a mixed-methods approach involving focus groups, interviews, and surveys with school personnel, pupils’ parents, and local residents, the study highlights the importance of stakeholder involvement in improving school spaces and neighborhood environments. The findings emphasize the need for collaborative planning tailored to the specific needs of school users, aligning with several Sustainable Development Goals (SDGs), including Quality Education (SDG 4), Sustainable Cities and Communities (SDG 11), and Partnerships for the Goals (SDG 17).

Introduction

Urban schools are pivotal in local urban planning and community development. When existing spatial models do not meet stakeholders’ needs, reconfiguration is necessary. Placemaking through participatory planning and tactical urbanism fosters community engagement, resulting in urban spaces that better reflect residents’ needs and preferences. This approach supports SDG 11 by promoting sustainable cities and communities through inclusive urban development.

Bottom-up initiatives like tactical urbanism revitalize neighborhoods by involving citizens directly, fostering economic opportunities, social cohesion, and sustainable community development. These initiatives contribute to reducing poverty and enhancing human services, supporting SDG 1 (No Poverty) and SDG 10 (Reduced Inequalities).

The study focuses on three urban schools in Timișoara during its tenure as European Capital of Culture 2023, investigating how tactical urbanism and placemaking can inform spatial reconfiguration. The research fills a gap in Central and Eastern European contexts, particularly Romania, and contributes to SDG 4 by aiming to improve educational environments.

Literature Review: Tactical Urbanism, Placemaking, and Urban Schools

Urban environments pose challenges to youth health and development, including pollution, traffic hazards, and social isolation. Child-friendly cities must ensure democracy, safety, accessibility, and inclusiveness, aligning with SDG 3 (Good Health and Well-being) and SDG 16 (Peace, Justice, and Strong Institutions).

Tactical urbanism emphasizes short-term, resource-efficient urban development with citizen participation, countering top-down planning failures. It fosters resilience, innovation, and local identity, supporting SDG 11 and SDG 17.

Placemaking involves co-production of urban spaces by citizens, enhancing social cohesion and sustainable urban management. Creative placemaking promotes social inclusion and community identity, contributing to SDG 10 and SDG 11.

Urban schools can serve as living labs for participatory planning, enhancing social infrastructure and community engagement, directly supporting SDG 4 and SDG 11.

Stakeholder dialogues are essential for sustainable strategies based on equity and trust, involving school staff, parents, community organizations, local authorities, and pupils. This inclusive approach supports SDG 16 and SDG 17.

Study Area

Timișoara, Romania’s largest urban center in the west, is characterized by its multicultural heritage and serves as an educational hub. The study focuses on three secondary schools located in densely populated neighborhoods with communist-era architecture and limited recent investment.

• Secondary School No. 2: Established in 1974, serving ~600 pupils in Calea Șagului.
• Secondary School No. 7 ‘St. Mary’: Early 20th-century origin, ~1200 pupils in Calea Lipovei.
• Secondary School No. 24: Established in 1976, modernized, ~1500 pupils in Dacia neighborhood.

Methodology

The study employed a mixed-methods approach integrating quantitative and qualitative data collection techniques, including:

1. Participatory observation of school entrances and surroundings.
2. Online surveys targeting pupils’ parents (1200 valid responses).
3. Focus groups with school staff and community stakeholders.
4. Individual semi-structured interviews with local residents and public servants.
5. Visual methods involving students’ mind maps and co-design activities.

This comprehensive approach ensured diverse stakeholder perspectives were captured, supporting SDG 17 by fostering partnerships and inclusive participation.

Results

Parents’ Perception of School and Neighborhood Surroundings

Belonging and Attachment

Parents demonstrated a strong sense of community affiliation with their respective schools, reflecting social cohesion and community identity, which are integral to SDG 11.

Perception of School Entry

• Feelings associated with school entry varied from calm and safety to restlessness, indicating diverse emotional responses to the school environment.
• School gates serve as social gathering points, with limited vandalism, highlighting opportunities for placemaking interventions.

Satisfaction with Neighborhood Environment

Parents expressed moderate satisfaction with aspects such as playground access, cleanliness, and safety, with variations across schools. Key issues include traffic congestion, lack of green spaces, inadequate pedestrian infrastructure, and insufficient waiting areas.

Advantages, Problems, and Solutions

• Advantages: Proximity to home, accessibility, green spaces, and tranquility.
• Problems: Automobile dependency, traffic congestion, safety concerns, lack of green spaces, poor cleanliness, and inadequate lighting.
• Proposed Solutions: Creation of green spaces, park renovation, additional parking, improved safety measures (lighting, pedestrian crossings), waiting areas, and sidewalk redesign.

School Staff and Partners’ Opinions on School Entry Conditions

Staff expressed strong attachment to their schools but highlighted issues such as dilapidated fences, lack of waiting areas, safety concerns in nearby parks, cleanliness problems, and traffic congestion. Proposed improvements included benches, drop-off systems, green spaces, and enhanced safety measures, aligning with SDG 3 and SDG 11.

Perception of Nearby Residents

Residents identified school proximity and neighborhood accessibility as assets but raised concerns about safety, cleanliness, traffic, and commercial activity near schools. Some resistance to certain placemaking proposals was noted, emphasizing the need for balanced stakeholder engagement (SDG 16).

Involving Children in Tactical Urbanism

Students participated in co-design activities, sensory evaluations, mapping exercises, and storytelling to express their needs and envision improvements. These participatory processes fostered empowerment and inclusivity, supporting SDG 4 and SDG 16.

Practical Tactical Urbanism Interventions

Based on research findings, tactical urbanism interventions were implemented at school entrances focusing on:

• Safety: Traffic management, speed restrictions, elevated pedestrian crossings.
• Accessibility: Widened sidewalks, designated drop-off zones.
• Inclusiveness: Waiting areas with benches, visual school identity elements.
• Sustainability and Resilience: Enhancements aligned with community needs and resource efficiency.

These interventions demonstrate a replicable model for sustainable urban school environments, contributing to SDG 11 and SDG 17.

Discussion and Conclusions

This study addresses a significant gap in research on tactical urbanism and participatory planning in Romanian urban schools, emphasizing the importance of stakeholder involvement in spatial reconfiguration. The findings reveal that current school spatial models require adaptation to meet local needs effectively, with key challenges including overcrowding, safety, pedestrian space, green areas, and parking.

Engaging diverse stakeholders, including children, parents, staff, residents, and authorities, is crucial for informed decision-making and conflict mitigation, aligning with SDG 16 and SDG 17. The implemented tactical urbanism interventions have improved school environments, fostering community ownership and sustainable urban development.

Policy recommendations include expanding focus beyond school infrastructure to surrounding spaces, ensuring safety and quality of life through inclusive, context-specific planning. Cross-disciplinary research and broader application of participatory approaches in Romanian municipalities are encouraged to enhance urban school environments and community well-being.

Future research should extend to other schools and cities in Central and Eastern Europe to deepen understanding and support the achievement of SDGs related to education, sustainable cities, and partnerships.

Data Availability

All data necessary to replicate this study are included in this report. Additional data are available upon request, respecting respondent privacy.

Acknowledgements

Gratitude is extended to the Romanian Order of Architects Timis Branch, the Timisoara European Capital of Culture 2023 Association, and all participants who contributed to this study.

1. Sustainable Development Goals (SDGs) Addressed or Connected to the Issues Highlighted in the Article

1. SDG 3: Good Health and Well-being
   • The article discusses the impact of urban environments on the health and mental well-being of young people, including exposure to pollution, traffic hazards, and social isolation.
   • Improving school environments and neighbourhoods contributes to better health outcomes for children and adolescents.
2. SDG 4: Quality Education
   • The focus on spatial reconfiguration of urban schools aims to enhance educational environments and ensure inclusive and equitable quality education.
   • Involving stakeholders including pupils, parents, and staff in school planning supports inclusive education.
3. SDG 11: Sustainable Cities and Communities
   • The article emphasizes tactical urbanism and placemaking to create safe, inclusive, and sustainable urban spaces around schools.
   • Improving accessibility, safety, green spaces, and community involvement aligns with making cities inclusive and sustainable.
4. SDG 16: Peace, Justice and Strong Institutions
   • Participatory planning and stakeholder dialogues promote inclusive decision-making and governance at the local level.
   • Enhancing democracy and social cohesion through community involvement in urban school planning.

2. Specific Targets Under Those SDGs Identified Based on the Article’s Content

1. SDG 3: Good Health and Well-being
   • Target 3.9: Reduce the number of deaths and illnesses from hazardous chemicals and air, water and soil pollution and contamination.
   • Target 3.4: Promote mental health and well-being.
2. SDG 4: Quality Education
   • Target 4.1: Ensure that all girls and boys complete free, equitable and quality primary and secondary education.
   • Target 4.5: Eliminate gender disparities and ensure equal access to all levels of education and vocational training for vulnerable populations.
3. SDG 11: Sustainable Cities and Communities
   • Target 11.2: Provide access to safe, affordable, accessible and sustainable transport systems for all, improving road safety, notably by expanding public transport.
   • Target 11.3: Enhance inclusive and sustainable urbanization and capacity for participatory, integrated and sustainable human settlement planning and management.
   • Target 11.7: Provide universal access to safe, inclusive and accessible, green and public spaces.
4. SDG 16: Peace, Justice and Strong Institutions
   • Target 16.7: Ensure responsive, inclusive, participatory and representative decision-making at all levels.

3. Indicators Mentioned or Implied in the Article to Measure Progress Towards the Identified Targets

1. Indicators Related to SDG 3
   • Measures of air and noise pollution levels around schools.
   • Surveys assessing mental health and well-being of students.
2. Indicators Related to SDG 4
   • Enrollment rates and attendance of students in primary and secondary education.
   • Stakeholder satisfaction and perceptions of school environment quality.
   • Participation rates of vulnerable groups in school planning and activities.
3. Indicators Related to SDG 11
   • Number and quality of green spaces and playgrounds near schools.
   • Traffic congestion levels and availability of safe pedestrian crossings near schools.
   • Accessibility and inclusiveness of school surroundings (e.g., sidewalks, waiting areas).
   • Community participation in urban planning processes.
4. Indicators Related to SDG 16
   • Extent of stakeholder engagement and diversity in decision-making processes.
   • Frequency and effectiveness of multi-stakeholder dialogues.
   • Level of consensus and conflict resolution among stakeholders.

4. Table of SDGs, Targets, and Indicators Relevant to the Article

Source: nature.com