From the first years of life, architecture surrounds us, influencing our experiences and contributing to our education in ways that often go unnoticed. We live, learn and socialise in built spaces that, whether we like it or not, shape the way we interact with the world. In a constantly evolving educational landscape, in which teaching methodologies are increasingly orientated towards holistic and experimental approaches, architecture emerges not only as a backdrop, but also as an active and powerful pedagogical tool.
The initial understanding of architecture, often limited to the mere construction of buildings, tends to overshadow its profound influence on cognitive and emotional development, especially in learning environments. People interact with architectural spaces on a daily basis, but the impact of these spaces on their learning processes is not always consciously recognised. This suggests the need to emphasise this latent influence in educational discourse.
Architecture as an educational tool
What’s the educational value of architecture?
The educational value of architecture is defined as the inherent capacity of architectural design and built spaces to facilitate and enhance learning. The physical environment has the power to significantly hinder or support the educational process. For example, schools with permeable boundaries that connect to their neighbourhoods allow children to interact with urban life and develop civic awareness. Similarly, well-designed school buildings can promote better learning. It is essential to consider the environment in which students live as an element that complements their education. The idea of ‘space as a third teacher’ emphasises its active role in motivating students through their everyday environment, B1. Malaguzzi’s theories emphasise the importance of the learning environment in promoting children’s autonomy and development.
The consideration of space as an active educational agent implies a shift from a purely teacher-orientated model to one in which the environment itself contributes significantly to pedagogical outcomes. This concept challenges educators and architects to consider the learning environment as an active participant in the educational process, rather than a passive vessel. Malaguzzi’s emphasis on children’s autonomy in relation to their environment suggests that architectural design should empower students and encourage exploration and autonomous learning. This emphasises the importance of creating spaces that are not only functional, but also promote independence and a sense of belonging among students.
The relationship between space and learning
The theory of situated learning examines the transactional relationship between learners and the physical environment, emphasising that the design of learning spaces must be in tune with the social situations and practices envisaged in these spaces. Before embarking on architectural design, it is necessary to thoroughly examine the purpose of the environments and how they will be used. This understanding of social situations informs the design of environments, allowing students to participate in the activities planned for each space. Well-designed educational buildings can promote better learning by stimulating creativity and experimentation.
Architecture itself can help define more transformative and progressive educational methods. The theory of situated learning emphasises that effective learning environments are not generic, but specifically designed to support the pedagogical objectives and activities that will take place in them. This suggests the need for close collaboration between educators and architects to ensure that the design of learning spaces is informed by pedagogical principles and practices. The idea that architecture can define educational methods suggests a powerful reciprocal relationship in which the built environment can inspire and enable innovative teaching approaches. This goes beyond simply accommodating existing pedagogical models to actively moulding and promoting them through design.
Benefits of architecture in education
Stimulating critical thinking and creativity
Teaching architecture involves analysing precedents, critiquing projects and evaluating theoretical frameworks, thus cultivating critical thinking. The iterative design process in architecture encourages exploration and experimentation, eliminating the misconception that design is a simple decision and recognising it as an art that explores different aspects and models, which in turn stimulates creativity. Learning about architectural structures can help children structure their thinking. In addition, architecture increases spatial awareness by focusing on spatial relationships and the manipulation of space, which improves imagination and leads to innovative design solutions.
The analytical and problem-solving nature inherent in architectural design translates directly into the development of critical thinking skills in students. By interacting with architectural concepts, students learn to question assumptions, evaluate solutions and think systematically. The emphasis on spatial relationships and the freedom to experiment within the framework of architectural design feed the imagination and foster creativity, essential skills for tackling complex challenges. Architecture provides a tangible means of exploring and expressing creative ideas, allowing students to go beyond abstract concepts.
Promoting sensory and experiential education
Architecture involves multiple senses (sight, touch, hearing, smell) and contributes to a holistic understanding of space. Well-designed spaces can increase concentration and creativity by stimulating the senses appropriately. Experiential learning plays a crucial role in architectural education, where students acquire knowledge through direct experience and practical projects. Interaction with the built environment, including site visits, allows for a deeper understanding and connection to the space. Sensory design in architecture recognises the importance of engaging all the human senses to create more impactful and meaningful learning experiences.
By considering light, acoustics, textures and even aromas, educators and architects can create environments that are more conducive to learning and well-being. Experiential learning in architecture goes beyond passively receiving information to actively engaging with the material world, promoting deeper understanding and retention. Practical projects and interactions with the real world allow students to apply theoretical knowledge and develop practical skills.
Applications at different stages of education
Even young children have an intuitive sense of architecture and its purpose, which can be encouraged through simple games and activities. Examples of architecture-related activities for primary school children include building forts, visiting local buildings and talking about design features. In secondary school, architecture can be integrated through projects, building models and exploring the history and social context of buildings.
In higher education, the teaching of architecture centres on the development of design skills, critical thinking and an in-depth understanding of the theory and practice of architecture. The didactic value of architecture is not limited to formal architectural studies, but extends to all educational stages, offering valuable learning opportunities from early childhood to adulthood. The principles of spatial awareness, design thinking and understanding the built environment are relevant and beneficial to students of all ages.
Methods of integration of architecture into education
Architecture in the classroom: projects and models
Projects can be carried out in the classroom, such as designing a dream house, building a model city or creating a sustainable building. Building models is beneficial for understanding spatial relationships and design concepts. There are resources and kits available for building architectural models in education. Practical projects and model-building provide students with tangible ways of interacting with architectural concepts, promoting creativity, problem-solving skills and an understanding of space. These activities allow students to move beyond abstract ideas and physically manipulate shapes and spaces.
Visits to architectural spaces as learning by doing
Site visits are valuable for getting to know the architecture first-hand and learning from real-world examples. To conduct effective guided tours, it is recommended to observe details, consider the user experience and analyse the project in its context. Architecture organisations offer resources such as guided tour kits and programmes. Visiting real architectural spaces provides invaluable experiential learning opportunities, allowing students to relate theoretical knowledge to real applications and develop a deeper appreciation of the built environment. Direct interaction with buildings allows for multi-sensory engagement and a deeper understanding of design intent and impact.
The use of technology and augmented reality in the teaching of architecture
Digital design tools such as BIM and 3D modelling software play an important role in the teaching of architecture. Augmented reality (AR) can improve architectural learning by allowing students to visualise and interact with projects in real time in their physical environment. The advantages of AR include better spatial visualisation, greater collaboration and real-time feedback. Technology, especially AR, offers powerful tools to transform the teaching of architecture, making complex spatial concepts more accessible and engaging for students. AR bridges the digital and physical worlds, enabling immersive and interactive learning experiences that can deepen understanding and foster creativity.
Examples of architectural pedagogy worldwide
Schools designed for learning
Worldwide, there is a growing movement to design schools that are not just functional buildings, but are also intentionally designed to support specific pedagogical principles and enhance the learning experience. The Reggio School in Madrid incorporates a forest to help oxygenate and regulate the temperature inside. It also has outdoor spaces designed so that birds can nest undisturbed and a cork skin that serves as a habitat for plants, insects and fungi. The College of Biodiversity in Paris presents a project that brings a piece of rural meadow into the city centre. Students learn about pollination processes and organic farming methods. The ‘Forest Classrooms’ at Belvue School in London were created by incorporating a small adjacent forest. Workshops with the pupils helped to reimagine the forest, leading to the construction of thresholds linking the school to the ‘mysterious and magical realm’ of the forest.
Warsaw High School uses the learning ladders as dynamic centres for structured and spontaneous participation, promoting collaboration and interaction. Avon Community School Corporation and Wisconsin Heights School District use graphic murals, strong colours and images to celebrate school spirit, culture and local values, creating a greater sense of belonging for students and staff. The Merrillville Community School Corporation has expanded its Career and Technical Education spaces to include modern workshops, laboratories and simulation spaces that support hands-on learning.
Architecture-based training programmes
A wide range of organisations and institutions around the world recognise the educational value of architecture and offer a variety of programmes and resources to introduce it to students at different levels.
- AIA’s K-12 Initiative follows a plan with three main objectives: to inspire young people to learn about the power of design, to nurture curiosity to get involved in solving big challenges with design thinking, and to connect students with architects and design professionals.
- The Architecture Centre offers weekend family programmes for children aged 5 to 13, holiday programmes for children in grades 3 to 12 and summer programmes for children in grades 3 to 12, exploring architecture and design issues through art and design activities, walking tours and site visits.
- The Architects in Schools (AiS) programme aims to introduce Oregon youth to the power and possibilities of design, with the ultimate goal of creating lifelong learners and critical thinkers who have a voice in their community.
- The Lumiere Research Inclusion Foundation offers a non-profit research programme designed for gifted students from low-income backgrounds, providing access to independent research experiences at no cost.
- Camp ARCH at Texas A&M University offers a unique insight into academic resources and career opportunities in architecture for 10th, 11th and 12th graders.
- The Chicago Architecture Centre’s Teen Fellows offers experience in architecture, design and urban planning to Chicago high school students.
- The Build San Francisco Summer Design Institute teaches high school students digital design skills relevant to architecture. The Fallingwater Institute offers summer residencies for high school students to explore architecture and design.
- WashU’s Architecture Discovery Programme introduces high school students to the fundamentals of design. Design Immersion Days at the Southern California Institute of Architecture (SCI-Arc) allow high school students to explore architecture and design in Los Angeles.
- Cornell University’s Introduction to Architecture summer programme is an online experience for high school and college students.
Neuroarchitecture and learning
Neuroarchitecture is an emerging field that focuses on how architectural design influences the brain and behaviour, especially with regard to learning. Design elements such as lighting, acoustics and spatial layout can affect students’ concentration, creativity and well-being. It is important to create safe, comfortable and stimulating learning environments that promote positive emotional responses and reduce stress. Biophilic design plays a crucial role in incorporating natural elements to improve mood, concentration and creativity. Neuroarchitecture provides a scientific basis for understanding how the physical learning environment directly affects cognitive processes and emotional states, underlining the importance of careful design to optimise learning outcomes. By considering the neurological impact of design decisions, educators and architects can create spaces that truly support learning and well-being.
Conclusion
The importance of rethinking educational spaces
The educational value of architecture is significant and has the potential to transform education. A more conscious and integrated approach to designing learning spaces is needed, involving collaboration between educators, architects and students. More research and innovation is needed in the field of architectural pedagogy and neuroarchitecture. Educators and policymakers are encouraged to recognise and harness the power of architecture as an educational tool to create more engaging, effective and equitable learning environments for all. Rethinking educational spaces through the lens of architecture offers a powerful opportunity to enhance learning, foster creativity and promote well-being, ultimately shaping a more positive and effective educational landscape. By recognising the active role of the built environment in education, we can move towards creating spaces that truly support the diverse needs of students and educators.
