PLACEMAKING-BASED TOWN DEVELOPMENT LEARNING THROUGH REGIONAL COLLABORATION

This paper reports on a three-year Town development learning program incorporating placemaking practices at Koyasan Junior High School. Through a step-by-step process—identifying local issues, engaging with stakeholders, and implementing spatial interventions through temporary shops—students actively participated in community planning. Learning outcomes were analyzed from four perspectives: place awareness, civic participation, creative problem-solving, and collaborative capacity. The study found that field-based engagement deepened students’ understanding of the community, sense of agency, and ability to collaborate. Challenges remain regarding sustainability, outcome evaluation methods, and developing long-term collaborative frameworks between schools and communities.