To understand and deal with real urban development problems, urban planners, designers, and managers need to combine and synthesize a variety of academic and professional knowledge. As our urban challenges grow more complex, learning how to do this effectively becomes ever more important. For educators, this means teaching students how to work in interdisciplinary settings, i.e. how to jointly discover the different disciplinary dimensions of an urban problem, and how to reflectively design courses of action. In this paper, we explore and evaluate the components of such interdisciplinary experiential learning, develop a framework to design and analyse this type of courses, and use it to position and evaluate a specific urban development management course. Results show that, by performing and reflecting upon specific professional roles, the course stimulates students to both integrate different disciplines and reflect on an array of academic and practical insights. Based on our evaluation, we discuss several didactical aspects that may help lecturers to improve their interdisciplinary teaching in urban planning, design, and management courses—particularly when creating learning experiences in an increasingly diverse professional, societal and educational setting.

In Europe, growing concerns about social segregation and social stability have pushed calls to make cities ‘inclusive, safe, resilient and sustainable’ higher on policy agendas. However, how to approach such generic policy objectives and operationalise them for planning practices is still largely unclear. This article makes a conceptual contribution to the operational understanding of social sustainability in urban planning practices. The article argues that, between theoretical concept and operational forms, different evaluative approaches towards social sustainability may be taken. Evaluating three dimensions of policy operationalisations in The Netherlands, we argue that Amartya Sen’s capability approach provides a promising conceptual framework for operationalising social sustainability in cities in Europe and beyond. We compare capabilities with a more commonly applied resource-based conception to show that the former is more accurate and potentially more effective, because it shifts the evaluative space of social sustainability from means (i.e., urban resources) to ends: the eventual well-being of urban citizens.