Open Collections

Wilke, Nicole

Within the rapidly shifting global development of communication technologies, environmental concerns and social climate, traditional ideas of an appropriate and successful education are challenged, driving the need for education and education space to adapt. In recent decades there has been a general global adjustment within educational pedagogy away from teacher-centric models towards the inclusion of learner-centric methodology prioritizing student engagement and the development of twenty-first century competencies. This pedagogical change has ramifications on physical space, pushing existing educational infrastructures and their classroom spaces past their intended functionality. This research traces the history of education theory and practice over the past two centuries, analyzing the response of education space design through a series of case study projects. The historical context is contrasted to current trends and practices of education pedagogy including student-centric learning, the prioritization of twenty-first century competencies as well as the acknowledgment of space a tool for learning itself. Recent architectural design responses to this shifting discipline highlight the divide and inequity between the new and old infrastructures in use today. Finally, the research and design proposal assess opportunities for retrofit and renewal to maximize existing infrastructures through primarily additive interventions. In so, providing equitable spatial resources in support of educational, social and environmental resiliency within the Canadian context.

Graduating Project

eng

2023-05-04

Attribution-NonCommercial-NoDerivatives 4.0 International

http://hdl.handle.net/2429/84575

UBCV

Graduate

DSpace