Psychological resources of participatory design of school spaces: Development, cooperation, and self-realization
DOI:
https://doi.org/10.33910/2687-0223-2025-7-2-72-84Keywords:
psychological resources, social interaction, joint activity, adolescent-adult interaction, participatory design, personality development, professional self-determination, school yard, space designAbstract
Educational environment includes physical objects, the architecture of the school building and yard, and the size and functionality of school premises. An important aspect of creating a comfortable and welcoming school environment is the involvement of adolescents themselves in its design. The subject of our study was the psychological resources of child-adult interaction and the domains of personal development in adolescents who participated in the ‘City for Me 2024’ project. This project was implemented by the autonomous non-profit organization ‘City for Men’ as part of the ‘Open City’ festival organized by Moskomarkhitektura, in which teenagers designed objects for school and urban spaces. The project employed a participatory design format — a collaborative endeavor involving children, parents, teachers, researchers, and participatory design practitioners under the guidance of architects.
In the study, psychological resources refer to potentials realized through the joint activity of adults and adolescents (participatory design) within the context of a shared goal: the transformation of school space. We conducted an online focus group with five teenagers from different schools (grades 8–10, 2 male, 3 female) who took part in the ‘City for Me 2024’ project. The topic guide prompted participants to reflect on their project experience; the results were analyzed using thematic analysis. The data analysis showed that collaborative projects uniting adults and adolescents serve not only as an effective tool for designing school spaces but also as a significant factor in personal, social, and professional development of youth. Adolescents valued how adults used their knowledge and experience to organize a productive process, provide models of successful professional practice, and demonstrate patterns of interaction. Teenagers’ reflections on their own development indicated progress in several areas: acquiring new knowledge and skills, expanding their social circles, activating creative self-realization, recognizing the importance of reimagining public space, and progressing in professional self-determination. Psychological mechanisms essential for effective interpersonal communication, such as empathy and identification, were also strengthened.
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