Participatory Design and School Planning Through Collective Architecture Principles (Case Study: Normobin Bastam School, Semnan, Iran)
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Abstract
Democracy has become a central theme in architectural discourse, particularly within the domain of participatory design. The growing recognition of user involvement in the design process reflects an increasing awareness that people's lived experiences and interactions with space are crucial for creating environments that are functional, meaningful, and socially engaging. In educational settings such as schools and kindergartens, participatory design can enhance learning outcomes, foster social cohesion, optimize spatial use, and reduce long-term maintenance costs.
This article investigates the participatory design process through a case study of Normobin Bastam School in Semnan, Iran—recognized as one of the country's leading examples of user-centered school design. Employing a qualitative methodology, data were gathered through structured and semi-structured interviews, surveys, group and individual observations, and document analysis. A total of 24 student questionnaires, 26 parent questionnaires, and an interview with the school’s executive director were conducted.
The collected data were analyzed using SPSS software to assess the effectiveness of participatory methods in shaping child-friendly educational spaces and to compare the new school’s outcomes with those of the previous building. Findings indicate a high level of user and parent satisfaction, validating the role of participatory processes in improving educational architecture.
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