Reconfiguring the city from complexity: mobility, education and sustainability in urban transformation

Abstract

Background: This article examines the integration between complex thinking, urban mobility, education and sustainability as a vector of transformation in four laboratory cities: Medellin, Curitiba, Paris-Saclay and Copenhagen. It starts from the premise that cities are interdependent socio-ecological and technological systems, characterized by non-linear dynamics and feedback that transcend traditional sectoral approaches to urban planning. Objective: To analyze how the complex approach can reconfigure urban mobility in terms of accessibility, equity and sustainability, and explore its potential as a catalyst for civic learning, collaborative governance and institutional adaptation. Method: A qualitative, transdisciplinary design based on adaptive systems theory was used. The methodology included documentary review and comparative analysis of plans, regulations and institutional reports, organized by thematic coding and an observation matrix to contrast patterns among the cities studied. Results: The study reveals that complex urbanism allows reorienting mobility towards criteria of accessibility, equity and sustainability through multimodal integration. Active mobility and micro-mobility strengthen urban proximity, promote spatial justice, use of public space and civic learning. Pedagogical devices and collaborative governance models that favor institutional learning and incremental adaptation are also identified