Designing Schools and Situating Future Pedagogies – How Visions are Transformed and Materialised in School Architecture

This paper explores the crucial reciprocal link between pedagogy and architecture in new school design, examining often-overlooked influences. Observing a design process, regardless of primary and secndary levels, it identifies four key themes where pedagogy and architecture intertwine: location, learning, communication, and past experiences. The study further highlights four significant transactants shaping design: the signal value (non-verbal cues), vibrant learning environment (enabled pedagogical actions), words as space signifies (language evoking behaviors), and experience-based tacit professional knowledge. Understanding this dynamic relationship is vital for creating supportive learning spaces where architecture enables pedagogical goals. By recognizing these influences, stakeholders can make more conscious and intentional design decisions, moving beyond standard solutions towards more innovative and pedagogically aligned school buildings. This research offers valuable insights for architects, educators, policymakers, and researchers seeking a deeper understanding of the complex factors shaping the design of new schools.