Re-defining the boundaries at schools: Perspectives from teachers’ interpretations of sources of spatial change

Abstract

Purpose: Recognizing the close relation of educational philosophies and methods with the design of the built environment which accommodates them, the purpose of this paper is to bring insights to the issue through presenting the interpretations of one of the major user groups, educating staff, to determine the primary sources of the need for spatial change at primary schools in the local context. Design/methodology/approach: A field study has been conducted with the participation of 142 teachers from 15 public primary schools located in a dense urban environment, in Bayrampasa district, Istanbul. Responses to the open-ended questions were analyzed through the use of the fuzzy analytic hierarchy process method. Findings: The results indicate that the need for providing qualified spaces for physical activity and play as well as devoted subject-specific learning areas, utilization of outdoor spaces, accommodation of high numbers of students emerge as primary sources of the need for spatial change. Practical implications: The contemporary child-centered and experience-based educational approaches of the twenty-first century, developed around carrying the learning activities beyond the traditional classrooms brought the formation of boundaries at schools under question. Regarding these ideas, flexibility and related concepts have become the common design aspects to come under focus for school architecture. In Turkey, there is an increasing trend in the production of educational facilities due to population growth and rapid changes in the educational system, which seems to proceed in the foreseeable future. The innovative proposals of school design indeed have the potential to contribute to the development of future school projects. Originality/value: The study presents a unique contribution to the related literature through presenting empirical data from users’ perspective.