Abstract
Among the strategic goals of Saudi Vision 2030 is aligning architectural education with real urban environments and strengthening the link between academia and the real world. Thus, this paper evaluates the transformation of the ART470 – Landscape Architecture course into an experiential, placemaking-oriented learning model. The redesign shifted the course from a primarily theoretical framework to a field-driven experience rooted in community engagement. Through integration with the concurrent Design Studio, students investigated actual public spaces in Unaizah City and proposed innovative and sustainable landscape interventions.The outcomes revealed substantial improvements in students' analytical and design capabilities, spatial awareness, and civic responsibility. Beyond achieving the intended course learning outcomes (CLOs), the transformation generated meaningful social and environmental benefits through collaboration with Al-Qassim Municipality. The findings affirm that place-based learning and cross-course integration strengthen professional relevance, foster innovation, and cultivate a deeper connection between students and their communities—supporting national efforts to enhance the quality of life and promote sustainable development in Saudi Arabia.