Integrating Social Sciences, Bridging Technical Competencies in Planning Education a Comparative Study: A Policy Brief for ASEAN Planner

Abstract

The evolving complexity of urban challenges in ASEAN demands a new generation of urban planners equipped with both technical skills and social science competencies. This policy analysis research, examines the current state of planning education across ASEAN countries, focusing on how social sciences are integrated with technical planning competencies in professional development programs. While ASEAN countries have made significant strides in developing technical planning capabilities, there remains a notable gap in systematically incorporating social science perspectives into planning education and practice. This research employs a comparative case study approach, analyzing planning education frameworks and professional licensing requirements in ASEAN Member Countries (2019-2023), utilizing document analysis of curriculum frameworks, core competencies data derived from secondary data such as books, peer-reviewed journals and articles found on the internet. This policy analysis research provides actionable recommendations for enhancing planning education curricula, developing more comprehensive professional competency frameworks, improving regional cooperation, strengthening the connection between planning education and community needs, and creating more culturally responsive urban planning solutions, ultimately contributing to more holistic urban planning practices that better serve ASEAN's diverse communities while maintaining high technical standards.