Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of stakeholders can improve the economic and cultural value of enhancement projects developed in architecture and planning schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the atelier “Heritage Preservation and Enhancement” of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues. Innovation in architecture education is increasingly oriented towards the analysis of real problems considered in their complexity and multi-dimensionality and the active involvement of the stakeholders. The aim of this paper is to highlight how the active role of the stakeholders can improve the economic and cultural value of enhancement projects developed in Architecture and Planning Schools, focusing on the potentialities of the problem-based learning (PBL) approach. A three-step educational procedure based on the PBL approach, applied at the Atelier "Heritage Preservation and Enhancement" of the Politecnico di Torino, is presented. The results showed how a continuous interaction and dialogue with teachers and stakeholders can effectively support students in addressing real problems and in developing sustainable and feasible enhancement projects able to integrate heritage preservation and economic-financial issues. 

中文翻译：

---

学生、教师和利益相关者在管理经济和文化价值、城市和建筑遗产方面的积极作用

建筑教育的创新越来越倾向于分析现实问题，考虑其复杂性和多维性以及利益相关者的积极参与。本文的目的是强调利益相关者的积极作用如何提高建筑和规划学校开发的增强项目的经济和文化价值，重点关注基于问题的学习 (PBL) 方法的潜力。介绍了基于 PBL 方法的三步教育程序，应用于都灵理工大学的“遗产保护和增强”工作室。结果表明，与教师和利益相关者的持续互动和对话如何能够有效地支持学生解决实际问题，并开发能够整合遗产保护和经济金融问题的可持续和可行的增强项目。建筑教育的创新越来越倾向于分析现实问题，考虑其复杂性和多维性以及利益相关者的积极参与。本文的目的是强调利益相关者的积极作用如何提高建筑和规划学校开发的增强项目的经济和文化价值，重点关注基于问题的学习 (PBL) 方法的潜力。基于 PBL 方法的三步教育程序，应用于 Atelier “