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The Role of School Architecture in Enhancing Educational and Pedagogical Processes
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Mohammad Mohseni Moallemkolaei   , Ahmadreza Keshtkar Ghalati , Hosein Moradinasab , Sahar Alinejad Majidi |
| kharazmi University & Art and Architecture |
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Abstract: (407 Views) |
| The physical structure of a school is a fundamental factor in the educational and developmental process of students, serving a role far beyond that of a mere instructional space. The physical environment of schools not only provides the setting for formal education but also exerts a significant influence on students’ cognitive, emotional, and social growth. This study, employing a descriptive-analytical method, examines the impact of architectural and spatial characteristics of schools on the realization of educational and pedagogical goals. Data were collected through library research and field surveys conducted among eight lower and upper secondary schools in Semnan Province. The research sample consisted of 384 students and school principals, and the data were analyzed using statistical methods such as correlation and regression analysis. The findings indicate that well-designed educational spaces have a significant positive effect on enhancing students’ motivation, concentration, and social skills. Schools with flexible spaces that align with students’ psychological and social needs perform more effectively in strengthening the sense of belonging, increasing social interaction, and improving academic achievement. Furthermore, attention to lighting, color, classroom layout, quality of open spaces, multipurpose areas, and facilities for group activities plays a crucial role in improving the quality of learning processes and character development. The results suggest that considering the architectural design of schools from a pedagogical perspective can serve as an effective tool for shaping students’ individual and social behaviors. |
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| Keywords: School architecture, educational environment, school design, educational development, social interaction |
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Type of Study: Research |
Received: 1400/01/09 | Accepted: 1400/01/09 | Published: 1400/01/09
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