Open Access

Wie könnten urbane Räume der Zukunft aussehen, wenn sie so gestaltet würden, dass sie nicht nur Bewegung, Konsum oder Erholung ermöglichen, sondern auch gezielt vielfältige Formen von Liebe fördern, schützen und nähren? Was wäre, wenn wir Stadt nicht primär als Ansammlung von Gebäuden und Infrastrukturen, sondern als Geflecht potenzieller Beziehungen verstehen und entsprechend gestalten würden? Im Kurs „Urban LoveScapes – Topologien eines zukünftigen Miteinanders“ haben wir spielerisch erforscht, welche Orte in der Stadt schon heute eine wichtige Rolle für liebevolle Beziehungen spielen und welche Potenziale für Verbundenheit in unscheinbaren oder unbeliebten Orten stecken. Gemeinsam mit unseren Praxispartner*innen erkundeten wir das Gelände vom Haus der Statistik, den Alexanderplatz, den Hauptbahnhof, die Friedhöfe am Südstern, das Gebäude und Feld des ehemaligen Flughafens Tempelhof sowie verschiedene Spätis. Auf Grundlage von Fachliteratur, Befragungs- und Interviewdaten, Ortsbegehungen und im Diskurs mit unseren Partner*innen haben die Studierenden Visionen und Szenarien für liebevollere urbane Zukünfte erstellt. Dabei haben sie die Perspektive einer von fünf Formen von Liebe eingenommen: Selbstliebe, Liebe zu Freund*innen, familiäre Liebe, Liebe zu Mitmenschen und Liebe zur Natur. Ihre Beobachtungen, Ideen und Visualisierungen sind in knapp 20 ortsbezogene Fanzines eingeflossen. Dieses Fanzine bildet ihre Klammer.

As artificial intelligence (AI) tools increasingly shape academic, professional, and creative practices, higher education needs ways to assess students’ AI literacy. This poster presents the development and exploratory evaluation of a mixed-item-format AI literacy questionnaire at university entry. The instrument was administered as a baseline during the first weeks of the semester to first-year students in design and information science programmes. It combines self-report rating-scale items across cognitive, behavioural, affective, and ethical dimensions. These are complemented by embedded performance-oriented indicators, including a selected-response knowledge item and open-response prompts assessing articulated AI use and ethical reasoning. The complete questionnaire is publicly available at https://doi.org/10.5281/zenodo.18759246. Self-report results indicated comparatively higher perceived competence in the behavioural and ethical dimensions, whereas perceived cognitive competence was lower. In contrast, open-responses often showed limited elaboration of concrete AI-use scenarios and ethical implications. In the cognitive dimension, comparisons between self-ratings and performance on the knowledge item revealed a misalignment between perceived and demonstrated knowledge at entry. These initial results support the use of the instrument as a baseline, multi-format diagnostic measure, to be iteratively refined within a design-based research cycle. We discuss implications for refining the questionnaire, and how it can inform the improvement of early-semester AI teaching formats in design and information science curricula.

In urban planning, and more recently in the planning of socalled smart cities in Germany, the active involvement of residents has become established practice. One group that has been overlooked in this regard is young people. This paper draws on a case study from the early stages of a co-creation process within the Smart City Potsdammodel project, in which participation formats were co-designed with 12th grade students, to describe a new design space for youth participation. The theoretical framework of the case study is based on practice-based research, participatory and design for policy. The network of stakeholders, the four co-design workshops conducted, the learnings and challenges are described in detail. It is suggested that the translative potential and the connective approach of participatory design and co-design may be suitable to meet the challenges of involving the heterogeneous group of young people, especially teenagers, in the urban planning process. Based on the findings of the case study, the paper argues that there is a gap in research in this area and an opportunity for designers to support youth participation in urban planning.

Science can benefit more from design than design from science.

Individual creativity is a remarkable source for innovation.