The Urban Heat Islands (UHI) effect is a microclimatic phenomenon that especially affects urban areas. It is associated with significant temperature increases in the local microclimate, and may amplify heat waves. Due to their intensity, UHI causes not only thermal discomfort, but also reductions in the levels of life quality. This paper reviews the important role of green infrastructure as a means through which the intensity of UHI may be reduced, along with their negative impact on human comfort and wellbeing. Apart from a comprehensive review of the available literature, the paper reports on an analysis of case studies in a set of 14 cities in 13 countries representing various geographical regions and climate zones. The results obtained suggest that whereas UHI is a common phenomenon, green infrastructure in urban areas may under some conditions ameliorate their impacts. In addition, the study revealed that the scope and impacts of UHI are not uniform: depending on peculiarities of urban morphologies, they pose different challenges linked to the microclimate peculiar to each city. The implications of this paper are threefold. Firstly, it reiterates the complex interrelations of UHIs, heat waves and climate change. Secondly, it outlines the fact that keeping and increasing urban green resources leads to additional various benefits that may directly or indirectly reduce the impacts of UHI. Finally, the paper reiterates the need for city planners to pay more attention to possible UHI effects when initiating new building projects or when adjusting current ones.

Purpose: This purpose of this study is to explore the integration of the sustainable development concept and goals into the curriculum of higher education studies using the example of three faculties of the University of Belgrade. Design/methodology/approach: A qualitative content analysis has been applied on two levels: the evaluation of the sustainability of courses starting from the criteria defined using the Sustainability Tracking, Assessment and Rating System (ASHE, 2017), and the analysis of the outcomes defined in the curricula of subjects within the three faculties using the UNESCO learning objectives related to selected sustainable development goals (SDGs) as a criteria. Findings: While the largest number of courses were analyzed from the Faculty of Architecture, the highest proportion of sustainability courses was found in the Faculty of Security Studies. Both study areas reflect a stronger interdisciplinary orientation, although it should be strengthened in the case of the Andragogy study program. Based on the experience of the Faculty of Architecture, the courses implemented by linking theory and practice may significantly contribute to achieving the LOs and to implementing the education for sustainable development. At the University of Belgrade, strategic documents are missing that would encourage and oblige the faculties to apply the concept of sustainability. Originality/value: This is the first study to apply this type of curricula analysis at the University of Belgrade. It is performed by teachers from the university, coming from different disciplinary fields but oriented towards an interdisciplinary perspective. Although performed in three specific study areas within a single university, the identified gaps and trends may be useful for planning interventions toward accelerating the implementation of SDGs in the higher education curricula.

Purpose: The paper aims to present a pedagogical model tailored to the development of key competences in the urban planning profession in post-socialist transitional countries that is based on the creation of an integrated platform for dialogue and the development of professional competences as part of the process, whereby students produce their final projects.Design/methodology/approach: The pedagogical model is based on the principles of education for sustainable development and focuses on the establishment of a repeatable platform for dialogue between students and mentors, members of the mentoring team, the local community, external members of the consulting team of experts and foreign master’s degree programmes, in the process of producing students’ projects. The proposed method addresses several dimensions, including: the education of students, teachers, professionals and local experts, the establishment of a network for cooperation and collaboration and the delivery of practical and usable results.Findings: The paper provides a comparative overview of the pedagogical model’s application in producing the final master’s degree projects of three generations of students, as well as its alignment with the needs of re-defining the role and reach of the profession of urban planner in an environment of post-socialist transition. The model was improved, enhanced and optimised through this process and then corroborated with its practical implementation.Originality/value: The innovative pedagogical model comprises an instrument to enhance the professional capacities of all participants in the production of final master’s projects: academics, practitioners and future professionals/students, through discussions of topical issues, innovative modes of work and new professional responses grounded in the local context and tested by a broad range of stakeholders. It is of particular importance for countries in transition experiencing a shift in the paradigm of professional action, especially as the proposed pedagogical model establishes a problem-solving platform that surpasses academia.

With the adoption of the UN Agenda 2030, UNESCO has put forward new recommendations to integrate Sustainable Development Goals (SDGs) into the teaching process. In particular, SDG 11—“Sustainable cities and communities”—is aimed at education in the field of urban planning. In parallel with this, the Guidelines of the European Council of Spatial Planners ECTP-CEU have set out the skills needed for the planning profession. The goal of this paper was to verify the compatibility of the curricula of the master’s study program in Integrated Urbanism at the Faculty of Architecture, University of Belgrade, with the recommendations of the UN, UNESCO, and ECTP-CEU. A qualitative analysis of the structure and content of the course curricula was applied on three levels; curricula were compared to: (a) the expected skills in the planning profession, (b) the SDG 11 targets defined in UN Agenda 2030, and (c) the learning objectives, as formulated by UNESCO. The research results highlight several key aspects to improve the curricula, and include the concept of sustainability: (a) the structure of the course curricula, (b) interdisciplinarity, (c) partnerships with institutions and communities, (d) links with scientific research work, (e) practice orientation, (f) improving teachers’ competence levels, and (g) improving the accreditation process. These results can be used as guidelines to improve the curricula of the Integrated Urbanism study program in the next accreditation cycle, and also as a methodological approach to verify the compatibility and dimensions of higher planning education (HPE) in relation to the expected skills and global requirements of education for sustainable development (ESD).