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Thinking Outside the Box : Architectural strategies to optimize learning beyond the classroom walls

Rahemtulla, Azaan

This research investigates the development of universal spatial strategies - referred to as “ways” - that enhance educational environments for students aged 6 to 18. A “way” is a tangible design intervention, grounded in empirical research and psychological insight, intended to improve student learning and well-being. Each of the 90 spatial modifications identified in this thesis is mapped to a specific psychological response and validated with real-world case studies from educational settings around the world. These strategies are further assessed based on priority, cost, and adaptability to create a usable and scalable catalogue for designers and educators. The project begins by analyzing the anatomy of a school - spaces such as classrooms, corridors, cafeterias, and circulation - through five key lenses: safety and security, accessibility and inclusion, congregation and community, behavioural and cognitive development, and physical and emotional comfort. Drawing from frameworks such as Prakash Nair’s Neuroarchitectural Matrix, each spatial modification is linked to corresponding neurochemical outcomes, creating a multi-layered design methodology. To apply these strategies in a real-world setting, the thesis is grounded in the ongoing design of a school in Kikambala, Kenya. Collaborating with the founder and lead designer, the project engages a real site currently undergoing phased construction. Through twelve detailed architectural vignettes, the thesis explores how these “ways” can be meaningfully adapted to local constraints such as climate, budget, construction methods, and cultural practices. These vignettes are presented through an interactive open-source platform, where each spatial modification is linked to its corresponding psychological rationale and a precedent. Ultimately, this thesis proposes a globally informed yet context-sensitive approach to school design. It offers a structured, adaptable, and visually rich guidebook that illustrates how specific spatial modifications in learning environments elicit particular psychological responses. It reimagines schools not as static containers for education, but as spatial ecosystems that can shape how students learn, feel, and grow.

Text

University of British Columbia. ARCH 549

Vancouver : University of British Columbia Library

10.14288/1.0448764

Applied Science, Faculty of; Architecture and Landscape Architecture (SALA), School of

Unreviewed

http://creativecommons.org/licenses/by-nc-nd/4.0/