EduSenscape Design: Creating Diversity-Driven Environments with Sustainable Inclusion and Adaptive Education

Abstract

In Indonesia, the implementation of inclusive education policies has yet to be adequately supported by physical learning environments that accommodate the diverse needs of students with Special Educational Needs (SEN). Existing classrooms often lack sensory-responsive zones, emotional regulation tools, and spatial adaptability, leading to heightened behavioral challenges, stress, and disengagement among neurodiverse learners. This research addresses the urgent gap between inclusive education policy and spatial practice by proposing EduSenscape - a design framework rooted in neurodiversity, sensory integration, and sustainable architecture. Utilizing a qualitative, design-by-research approach, the study integrates literature review, behavioral observation, semi-structured interviews, and participatory design. The case study, conducted at PKBM Ki Hadjar Dewantara in Malang, East Java, involved 12 SEN students with varied diagnoses, including autism, ADHD, and developmental delays. Findings revealed critical spatial-behavioral correlations, highlighting the need for zoning, acoustic control, sensory materials, and biophilic elements. EduSenscape responds to these needs by creating flexible, inclusive, and environmentally responsible learning ecosystems. The novelty of this research lies in its synthesis of empirical design insight with the NesTED framework, offering a replicable model for inclusive spatial strategies in SEN education. Ultimately, EduSenscape redefines educational space as a therapeutic, pedagogical, and sustainable support system for all learners.