Participatory design at the stage of pre-project school research

Abstract

The article analyzes the impact of involving adolescents in participatory design processes for school environments, using the pre-design research for a new school building in Yakutsk as a case study. Engaging students in the design of educational spaces is supported by international regulations that affirm children’s right to participate in decisions affecting their lives.

The relevance of this topic stems from the growing interest in creating modern educational spaces that reflect the actual needs of students. Contemporary research confirms that involving adolescents in design enhances the quality of the environment, fosters their sense of responsibility, social engagement, and involvement in the educational process. Given the rapid evolution of educational standards and teaching methods, it is essential to incorporate student perspectives to create spaces that positively influence adolescents’ psycho-emotional well-being.

The theoretical section of the article examines key approaches to participatory design, including its impact on adolescents’ social development, civic engagement, and subjective perception of school environments. It also analyzes the role of educational space as a social construct shaped through the interaction of its users.

The empirical part of the article is based on data from pre-design research conducted at a school in Yakutsk. The study involved key user groups of the school space, with particular emphasis on analyzing adolescents’ opinions, their perceptions of the convenience and safety of the school grounds, and identifying their preferences for spatial organization.

The results indicate that adolescents actively utilize informal spaces within the school, including unfinished structures, whereas adults perceive these areas as unsafe. Adolescents also express a need for spaces dedicated to socializing, solitude, and active leisure, while adults prioritize functionality and controllability of the environment. The analysis reveals that involving adolescents in the design process not only addresses their needs but also mitigates conflicts in how different user groups perceive the school environment. Based on the findings, recommendations are provided for incorporating student perspectives in school design, which can contribute to creating more comfortable and safe educational spaces for all the stakeholders in education.