Involving children in design processes: a systematic review

This article presents a systematic review of scientific research on children’s participation in urban planning and design processes, examined through the lens of intergenerational change. It explores theoretical models, methodological approaches, interdisciplinary reviews, policy initiatives, and institutional mechanisms, as well as practical examples of involving children in the creation of architectural spaces. The review also discusses interaction tools, ranging from workshops and play-based methods to digital technologies (AR/VR), which may facilitate active collaboration between children and professionals. The study considers various levels of child participation, from symbolic involvement to full co-creation, as well as their possible influence on the inclusiveness, sustainability, and adaptability of urban environments.  A key finding of the review is that, although children’s participation is well represented in theory, practice, policy, and interdisciplinary studies, its long-term and intergenerational relevance remains insufficiently explored. Existing research rarely examines how participatory approaches retain their relevance over time or adapt to intergenerational change. By clarifying this underexplored dimension, the review systematizes existing approaches and provides a foundation for future research aimed at clarifying how children’s participation can contribute to the creation of urban environments that remain adaptive and inclusive across generations.