Digitalisation and the future city paradigm are becoming a trend in recent research and practices. Literature discusses digitalisation and its applications as the main gear in the transformation to the ideal future city vision. Yet, the concept of digitalisation is articulated in many interpretations and presented in different applications in the built environment. One emerging application is digital twinning. Literature envisions the potential of digital twinning applications in the urban realm and discusses the cognitive city model and its implications on the future of our cities, its urban realm and the built environment in general. With the evolving themes on the ideal future city model, this systematic review tackles the following questions: what are the key motives and drivers of the future city paradigm; what is a city digital twin; and what are their expected applications. Additionally, how literature envisions the definition of the city users and their experience in the urban realm of the city of the future. This review article explores related literature on the themes of future city model, digital urban realm, digital twinning and city users. The main findings are: identifying key gears of the future city model in literature, exploring city digital twin conceptualization and applications and discussing concepts on the definition of city user and user experience in the city of the future.

Welcome to the WIT Press eLibrary - the home of the Transactions of the Wessex Institute collection, providing on-line access to papers presented at the Institute's prestigious international conferences and from its State-of-the-Art in Science & Engineering publications.

Under the current financial pressures, tertiary education increasingly looks towards corporate sector to import its model of management and efficiency. While benefits of this model can be seen in practice, in regard to staff and facilities management and financial viability, its impact on teaching and learning caused a disruption to the very core of tertiary education, eroding sociality in learning and opportunity for sharing knowledge and values. Capacity to work in teams and ability to critically solve problems by collaborating and sharing insights and informations, are skills students are expected to gain during their studies. The development of these skills to their fullest using Design Thinking approach, however, is currently not widely supported, albeit desirable,[1] in the present education context which is addressing the efficiency of time management by reducing contact time, increasing student/staff ratio and shifting towards integrated and mass education modes of delivery. While this presentation is not disputing the existing model, it responds to its current challenges proposing a stronger integration of different factors contributing to learning.Tthe aim is to present a collaborative working model as a way of bridging ‘the missing link between theoretical findings [on holistic and interdisciplinary learning] and demands by pedagogy science’[2]. Such a model is envisioned to encourage sociality in learning and strategize space/time/experience management, ultimately enhancing knowledge and value sharing. [1] Ability to solve ‘wicked problems’ as supported by Design Thinks is becoming more attractive to the tertiary sector as it promotes ‘holistic modes of constructivist learning in projects’ (Sheer et al 17 (3), 8). [2] Sheer et al 17 (3), 8