Participatory design: A space of opportunities for adolescents
DOI:
https://doi.org/10.33910/2687-0223-2025-7-2-117-127Keywords:
person-centered educational environment, physical-spatial component of the environment, space of opportunities, participatory design, teenagersAbstract
There is a growing need for school graduates who possess highly developed creative abilities, can address non-standard life situations with originality and efficiency, are capable of applying knowledge acquired through basic education in practical contexts, and demonstrate initiative and responsibility.
To study the educational environment and identify conditions for fostering children’s agency and personal freedom, a study of the school environment was conducted using V. A. Yasvin’s pedagogical assessment methodology. The data revealed insufficient conditions for the development of children’s autonomy and creativity.
The aim of this work was to enhance the educational environment and address deficits in its dynamism, diversity, and emotional quality through the application of participatory design practices.
The value of participatory design was determined not only by prospective changes in room decor, spatial zoning, or the transformation of underutilized areas for study and recreation, but primarily by the creation of opportunities for children’s self-expression. The use of participatory design engaged all educational stakeholders in creating a new educational space that fosters a coherent and contextually relevant educational environment through the transformation of the school’s physical-spatial component. This approach enabled the school’s improvement in collaboration with students and initiated a process of children taking ownership of their educational space.
The effectiveness of participatory design in transforming school spaces is demonstrated by positive developments in the educational environment across indicators such as intensity, emotionality, dynamism, safety, and others.
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