THE HIDDEN CURRICULUM OF SUSTAINABLE URBANISM - A CRITICAL ANALYSIS OF SUSTAINABILITY COMPETENCIES IN THE PLANNING AND DESIGN OF HAMMARBY SJÖSTAD

Abstract

Aim: The aim of this thesis is to examine how sustainability competencies are articulated within the planning and development processes of Hammarby Sjöstad and to explore how urban development projects can function as sites of learning within ESD. The study investigates how sustainability is framed in planning and policy documents and how these framings relate to broader processes of organisational learning and governance. Theory: The thesis is grounded in theories of ESD, sustainability competencies and organisational learning. The UNESCO sustainability competencies framework functions as the primary analytical lens, with particular attention given to competencies such as systems thinking, strategic competence, normative competence and collaborative competence. The study also draws on perspectives from urban governance and organisational learning to understand how sustainability knowledge is embedded within planning processes and institutional practices. Method: The study adopts a qualitative case study design and employs directed Qualitative Content Analysis (QCA) to analyse planning documents, environmental programmes, evaluation reports and communication materials related to Hammarby Sjöstad. The analysis was conducted both within and across documents in order to identify broader patterns, continuities and tensions in how sustainability competencies were framed throughout different stages of the project. Observational material collected during site visits to Hammarby Sjöstad was also used as supplementary contextual data. Results: The findings show that sustainability within Hammarby Sjöstad was primarily framed as a technical and systems-oriented process centred on infrastructure integration, environmental performance targets and resource efficiency. Systems thinking and strategic competence were strongly represented throughout the material, particularly through the logic of the Hammarby Model. At the same time, competencies related to participation, normative reflection and social learning were less prominently articulated. The thesis contributes to existing research by connecting sustainability competencies research with urban governance and planning practice, highlighting how largescale urban development projects can function as sites of learning within ESD.