Symposium organized jointly by IAPS Culture and Space and Education Networks Hülya Turgut Y•ld•z, Ashraf M. Salama, and Peter Kellett Recent years have witnessed dramatic changes in the socio-physical environments of cities suggesting the presence of multiple diversities. This is exemplified by changes in the structure of contemporary societies, the emergence of informal settlements, housing problems, large structure and new building types, and the deterioration of the built heritage, while the complexity of the built environment is continuously increasing. With these changes demands for new types of knowledge and their application in design pedagogy are clearly on the rise. The theme of this symposium is introduced as recognition of ties that have not been of concern for long to the mainstream design research. Therefore, the symposium addresses ways in which 'people-environments' paradigm can be enhanced in design pedagogy where the theme of cities and cultural diversity is explored through different paradigmatic approaches. In this symposium, eight provocative and diverse papers are presented to shed light on the dialectic relationship between culture, diversity, and pedagogy. These are of S. Mazumdar on What's Culture Got To Do With Design Pedagogy; A. Abdel-Hadi and T. Rashed on Influence of Cultural-Environment Diversity on Conceptual Output; A.M. Salama on Pedagogical Tools for Integrating 'People-Environments' Paradigm in Lecture based Courses in Architecture; H.T. Yildiz, G. •nalhan, and S. Y. Tok on Using Traditional and Historical Cities in Architectural Design Education; A. S. Deviren on Understanding Place through Design Studio Studies; J. W. Robinson on Travel Pedagogy for International Study of Housing and Urbanism; D. K. Shehayeb and N. H. Sherif on Shaping Young Architects’ Minds: Wearing the E-B Glasses; and A. Eyüce on Learning from Istanbul. Representing different regions, the papers offer an exposition of philosophies and discourses, cases and experiments, and programs and approaches as voices that call for integrating 'peopleenvironments' paradigm into teaching practices in an effective and efficient manner.