Integrating service design principles in NbS implementation: Insights from Szombathely (Hungary)

Nature-based Solutions (NbS) have become crucial for enhancing urban resilience to climate change; an increasing focus has been put by scholars and practitioners in strategies to enhance their implementation. This research presents the case study of the Dési Huber István Elementary School, in Szombathely (Hungary) were a green and blue infrastructure (GBI) NbS was implemented as part of the JustNature project. This case study applied a methodological framework that integrated the principles of Service Design (SD) in the early phases of NbS implementation. The research presents how SD can enhance NbS early implementation, investigating the question: How can a service design approach support and sustain NbS implementation in educational environments?

By integrating SD principles, the study contrasts conventional top-down approaches with co-design processes, revealing that the latter can foster a more inclusive and participatory NbS design, boosting stakeholder engagement and adjusting NbS to local needs. The research highlights the importance of involving students, teachers, and the local community in the process. Based on the findings, key recommendations for effective NbS implementation in educational environments are proposed, categorized into learning integration (interactive stations, curriculum integration), student empowerment (Green Teams, environmental councils), infrastructure development (multifunctional outdoor classrooms, eco-friendly systems), and community engagement (intergenerational partnerships, living laboratory practices). This study contributes to the growing body of knowledge on innovative approaches to urban climate resilience and sustainable design practices. It also emphasizes the crucial role of educational institutions in fostering environmental awareness through practical NbS projects, which can range from urban forests and green walls to ecosystem-based management approaches. The significance of this research lies in its potential to inform both educational policy and urban planning practice, promoting resilient, sustainable, and educationally enriching urban environments.