Abstract
The objective of this study is to identify spatial design guidelines for educational environments that promote student wellbeing in contexts where building regulations allow high classroom density (35–40 students per room) and a floor area per student below the average established by the Organisation for Economic Co-operation and Development. Despite these conditions, classrooms continue to be organized according to traditional layouts, which limits the flexibility required to foster pedagogical innovation and address the educational challenges of the twenty-first century, centered on collaboration, creativity, and active learning. The study is situated within the field of educational architecture and participatory, user-centered design. The methodology integrated the collection and analysis of individual and collective perceptions with a systematic review of research, design guidelines, and international case studies of good practices in learning spaces. This process made it possible to contrast empirical findings with theoretical frameworks and international experiences on wellbeing and educational design, leading to a set of criteria that inform spatial strategies adapted to the Chilean context. The analysis revealed four design dimensions that synthesize criteria where students’ needs and design principles converge. These dimensions were translated into applicable design guidelines and classroom prototypes, validating the importance of co-design as a tool capable of fostering emotional wellbeing, identity, and active learning through meaningful spatial experiences. The study demonstrates how incorporating students’ voices can transform the traditional classroom into an inclusive and flexible environment.
Presenters
Beatriz PideritAssociate Professor, Escuela de Arquitectura, sede Concepción, Facultad de Arquitectura, Arte y Diseño, Chile
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
KEYWORDS
Participatory Design; Educational Architecture; Student Wellbeing; Flexible Learning Spaces
