Abstract:

Introduction:
Urban mobility is a key component of contemporary cities and an essential field of study for future transportation and urban mobility professionals. However, traditional teaching methods often rely primarily on theoretical instruction, which may limit students’ ability to fully understand the complexity of real urban mobility systems. Integrating real urban environments into the learning process can create meaningful educational experiences that connect theoretical knowledge with practical observation.

Objective:
The objective of this study is to explore how cities can function as learning environments for teaching urban mobility concepts to undergraduate students through direct observation of real mobility conditions.

Methodology:
A three-phase experiential learning methodology was implemented with a group of 28 undergraduate students from an urban mobility engineering program. The study was conducted in Mexico City, where students carried out guided observations of mobility infrastructure along selected urban corridors. First, students performed field observations of transport infrastructure and mobility conditions. Second, they identified mobility-related challenges such as infrastructure deficiencies, accessibility barriers, or traffic conflicts. Finally, students participated in classroom discussions to connect field observations with theoretical concepts related to urban mobility.

Results:
The results were evaluated through reflective reports and group discussions analyzing students’ ability to identify and interpret urban mobility problems. The findings show that direct interaction with real urban environments improved students’ understanding of transportation systems, strengthened analytical skills, and encouraged critical thinking when evaluating mobility challenges in cities.

Keywords:

Urban mobility education, experiential learning, transportation education, urban observation, cities as classrooms.