We firmly believe that spaces are also educational. This is why it is essential to design with architectural criteria that transmit messages of integration, equality and sociability. Those spaces should arouse students’ interest in learning. In this Image-Bath Era, this mission becomes fundamental to this typology. The development of these buildings aims to improve the quality of education, accommodate the growing demand and accompany territorial redistribution.
Educational buildings prioritize people’s well-being through clear design principles: natural light and vegetation flood the interior areas; circulations are transformed into meeting spaces; a careful selection of materials is sought to create warm and welcoming environments; a direct relationship between the interior and the exterior is created; the exterior spaces connect the building with the context where it is located.
These buildings are generally singular elements with their own outstanding visual identities but are completely rooted and adapted to the everyday landscape, inserted into the urban fabric and integrated into the social fabric. It is an architecture of high social repercussion: many times, the intended changes in education can be projected from the design of educational spaces.
The space where education is given cannot be neutral: it must encourage and facilitate the various academic activities and must create spaces for relationships and communication between people and with the environment. This space has a social function because educational activities contribute to revitalizing urban life, both culturally, socially and economically. Because we focus on finding architectural solutions that allow a better quality of life, consume fewer resources and restore the environment.
Consequently, the users of these buildings for education – such as hospitals, nursing homes, laboratories, offices or homes – are co-creators: they get involved in the design from the beginning and become collaborators with the architects. A facility, in short, is a project that becomes an instrument of participation in the development of the city.
These facilities act as urban landmarks, as spaces of relationship and connection with the population. They must transform the connection between the academy and public life through a special treatment of the public space around them. The architecture of relationship with the environment must be capable of becoming a piece of social and urban symbolism, representation and civic vindication. That is the public space that must support this type of infrastructure: one that reinforces the architectural and cultural heritage of a city and a community.
The architecture of educational facilities becomes a fundamental agent in the culture of learning. It emphasizes the biophilic design of the spaces, the arrangement of the building in the context, the structure of the natural landscape, the flexibility of forms, the introduction of renewable energies, and the emotional qualities of the environments.
L’Hospitalet de Llobregat