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AbstractIn a perspective of exceptional environmental change, the role of unbuilt and green spaces to improve urban resilience has increasingly attracted the interest of the scientific community. The conceptualisation of cities as urban landscapes has drawn a parallel between their spatial and ecological dimensions. Both urban morphology and urban ecology have examined the structure of cities form. However, we still do not completely understand how anthropogenic processes and ecosystems have been dynamically interacting in the formation of the urban structure. Thus, this article carries out a comprehensive analysis of built and unbuilt spaces in a case study with the objective to reveal the underlying morpho-ecological periods and patterns in the urban ecosystem. Morphological periods (temporal analysis) and ecological patterns (spatial analysis) are examined in combination through the hypothesis of nested scales at different resolutions operated at the macro, meso and micro levels of the urban landscape. By identifying common denominators across urban morphology and landscape ecology, the study is also a contribution to interdisciplinary research. The proposed framework set up the foundation for a more systematic quantitative assessment of the urban ecosystem across different disciplinary traditions while supporting a new urban landscape design culture based on the evidence of ecological constructs. An accurate explanation of how built forms symbiotically interacted with the ecological dimensions of the landscape over time is also crucial to predict the effects of environmental change and promote future sustainable planning agendas.

New pedagogic approaches combining Transdisciplinary, Experiential, and Adaptive perspectives are emerging to respond to increasingly complex urban conditions. By addressing the gap in current urban design studio education, the study defined a framework to assist teachers in designing novel teaching formats based on TEA learning approaches. The framework proposed provides a reference to set up TEA urban design studios and an assessment toolkit to assess their effectiveness in learning and teaching. The comparative analysis of two studio applications shows interdependence of TEA learning and teaching dimensions and generates transferrable recommendations to support a new urban design studio pedagogy that effectively responds to contemporary societal and environmental challenges.