![]() human capital, institutional framework, etc.) in introducing effective planning curricula. It then analyses the Greek educational curricula in two ways: (1) a quantitative analysis classifying courses into different thematic areas and thereby, revealing the basic structure of the curricula and (2) a qualitative analysis based on interviews with academic staff in charge of educational curricula and examining the content of courses, the adopted pedagogies and possible restrictions (e.g. It presents their history and development as well as the institutional framework in which planning and planning education operate. Second, the article focuses on the development of planning studies in Greece. century and proposes an ‘integration model’ of planning education programmes in a European and international context. First, the article reviews the international trends in changes and challenges in planning and planning education in the 21st. The article investigates planning education programmes and attempts to re-orient them in the context of both an international ‘problematique’ in reforming planning education, and European Union directives about the creation of a common European space in higher education.
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