The Logics Behind Processes of Planning and Designing Educational Spaces: A Content Analysis-based Typology

Conference: The European Conference on Education (ECE2022)
Title: The Logics Behind Processes of Planning and Designing Educational Spaces: A Content Analysis-based Typology
Stream: Educational Policy, Leadership, Management & Administration
Presentation Type: Poster Presentation
Sari R. Alfi-Nissan, Bar-Ilan University, Israel
Gadi Bialik, Kibbutzim College of Education, Technology and the Arts, Israel
Ortal Merhav, Gordon College of Education, Israel
Anat Mor-Avi, Illinois Institute of Technology, United States


Educational spaces have been recognized in the last decade for their intrinsic effect on the educational practice. This recognition has led to massive investment in (re)planning, (re)building and (re)designing of innovative educational spaces. These processes occur as part of reformative educational policies and initiatives in many European countries. However, the literature addressing educational spaces is still in its infancy. Moreover, the existing theoretical and empirical knowledge mainly addresses either architectural aspects or pedagogical purposes of student attainment affected by school space. Hence, while changes are accruing in physical school sites, little is known about the way educational practices and educational spaces interact and the logics leading these interactions in planning processes. Therefore, this interdisciplinary study asked: What are the logics behind processes of planning and designing educational spaces? If and how do these logics articulate to create a dialogue between education and space? We followed these questions with a qualitative-constructivist inquiry based on content analysis of both architectural and educational literatures addressing processes of planning and designing educational spaces. We present five typological models of reasoning that underlie these processes: the engineering-industrial model, the scientific model, the patterns model, the hermeneutic-interpretive model, and the user experience model. The typological theoretical framework is based on classification of different paradigmatic assumptions leading to various formats of dialogue between education and space, learning and environment. This theoretical framework can enable a professional and innovative discussion on policy and practice between educational designers and architects/designers in processes of planning and designing new educational spaces.

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