RETHINKING PRIMARY SCHOOL ARCHITECTURE: AN ALTERNATIVE PROPOSAL FOR AN ENRICHED LEARNING ENVIRONMENT

Date

2026-1-23

Author

Gür Akalın, Elif Nadide

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This dissertation investigates the role of primary school architecture as an active agent in the educational process, particularly in the context of 21st-century pedagogies and the unique learning characteristics of Generation Alpha. The research is grounded in the premise that school architecture should transcend its conventional function as a static container and instead operate as a cognitively responsive and pedagogically enriched environment. Historically tracing the evolution of primary school buildings in Türkiye from the early Republican era to the post-pandemic period, the study demonstrates how shifts in political ideologies, curriculum reforms and educational policies have shaped spatial paradigms. Through a comparative analysis of educational environments at the international level, the research identifies a significant misalignment between pedagogical innovation and school architecture. Drawing upon constructivist and socio-constructivist learning theories, it argues that physical learning spaces must be reconfigured to foster personalization, collaboration, inquiry and adaptability. Building on these findings, the dissertation presents a conceptual model proposal to address the identified spatial–pedagogical misalignment. The thesis introduces a holistic conceptual model of Cognitively Responsive School Architecture (CRS) that is grounded in Generation Alpha’s neuro-pedagogical needs, structured through a Learning Landscape strategy, and operationalized via embedded Innovative and Adaptive Learning Environments (IALE). This model develops a set of design principles that align spatial, technological and pedagogical dimensions to support the cognitive, emotional and social development of learners. The proposed model is examined through schematic representations, functional flowcharts, and a multi-criteria feasibility rubric that assesses spatial adaptability, pedagogical usability, and infrastructural readiness. By articulating an alternative to the standardized typologies currently employed in Turkish public primary schools, this study aims to inspire a national discourse around educational spatial reform. It contributes a holistic, future-oriented architectural framework capable of supporting the emerging educational needs of digitally native students, while aligning with international innovation in school design.

Subject Keywords

primary school architecture, generation alpha, spatial pedagogy, cognitively responsive school architecture, learning landscape, innovative and adaptive learning environments

URI

https://hdl.handle.net/11511/118705

Collections

Graduate School of Natural and Applied Sciences, Thesis