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Flexible classroom co-working spaces for students
Flexible classroom co-working spaces for students
Puebla, Mexico
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Other Projects by Ar3 Arquitectos
Flexible classroom co-working spaces for students
Puebla, Mexico
Firm
Type
STATUS
Built
YEAR
2018
The American College Foundation of Puebla contacted us with a question that seemed simple, but that actually hides a fundamental question about the transformative power of design: Is it possible to design facilities that promote greater participation and freedom in students, mitigating the feeling and conditioning product of being in a conventional school environment?
As architects, we know that space has a profound effect on people's state of consciousness and behavior. Numerous studies suggest that spatial design can affect the way we feel, act, and even think. The distribution, colors, textures, and lighting of a space can directly influence the levels of participation and comfort of students.
According to a study on neuro-architecture and emotions, carried out at the University of Salford in Manchester, "the physical environment in which our activities take place not only affects our emotions, but can also facilitate or inhibit social interaction and learning" (1 Andréa de Paiva, 2021).
Guided by this principle, we conceptualized and designed an innovative type of classroom: the "Flexible Classrooms." These spaces break with the traditional structure of rigid classrooms and are configured to favor adaptation to diverse learning dynamics. The idea was simple but revolutionary: to create an environment in which students would not feel they were in a school, but in an environment designed for them and that they could transform and adapt, that responded to their needs and promoted freedom of expression and thought.
The Flexible Classrooms are equipped with varied furniture and away from the conventional designs associated with education. We have incorporated open and multi functional areas, where each student can find their most comfortable and productive space. In addition, the abundant natural lighting, along with artificial lighting, helps to reduce visual fatigue and creates a welcoming environment. The carefully selected diverse colors and textures also contribute to an enriching sensory experience. Finally, we have integrated graphics that represent the process of human thought, emphasizing the importance of exploration and discovery.
The implementation of these classrooms was subjected to real tests with teachers and students. The results were revealing: the students were more active in the discussions and participated in group dynamics with greater ease. The teachers noticed a more fluid and receptive learning atmosphere, which supports the idea that spatial design has a direct impact on the educational experience. Today, these classrooms are part of the institution's identity as a symbol of cutting-edge teaching.
By incorporating neuro-architecture concepts in the design of educational environments, we are ensuring that the space becomes a catalyst for active learning and human interaction, providing students not only with a place to learn, but also a place where they feel free and safe to express their ideas.
1 Paiva, A. (2021). *NeuroArchitecture and the Role of Emotions*. Perception + Space, International Research Network, University of Salford, Manchester.
As architects, we know that space has a profound effect on people's state of consciousness and behavior. Numerous studies suggest that spatial design can affect the way we feel, act, and even think. The distribution, colors, textures, and lighting of a space can directly influence the levels of participation and comfort of students.
According to a study on neuro-architecture and emotions, carried out at the University of Salford in Manchester, "the physical environment in which our activities take place not only affects our emotions, but can also facilitate or inhibit social interaction and learning" (1 Andréa de Paiva, 2021).
Guided by this principle, we conceptualized and designed an innovative type of classroom: the "Flexible Classrooms." These spaces break with the traditional structure of rigid classrooms and are configured to favor adaptation to diverse learning dynamics. The idea was simple but revolutionary: to create an environment in which students would not feel they were in a school, but in an environment designed for them and that they could transform and adapt, that responded to their needs and promoted freedom of expression and thought.
The Flexible Classrooms are equipped with varied furniture and away from the conventional designs associated with education. We have incorporated open and multi functional areas, where each student can find their most comfortable and productive space. In addition, the abundant natural lighting, along with artificial lighting, helps to reduce visual fatigue and creates a welcoming environment. The carefully selected diverse colors and textures also contribute to an enriching sensory experience. Finally, we have integrated graphics that represent the process of human thought, emphasizing the importance of exploration and discovery.
The implementation of these classrooms was subjected to real tests with teachers and students. The results were revealing: the students were more active in the discussions and participated in group dynamics with greater ease. The teachers noticed a more fluid and receptive learning atmosphere, which supports the idea that spatial design has a direct impact on the educational experience. Today, these classrooms are part of the institution's identity as a symbol of cutting-edge teaching.
By incorporating neuro-architecture concepts in the design of educational environments, we are ensuring that the space becomes a catalyst for active learning and human interaction, providing students not only with a place to learn, but also a place where they feel free and safe to express their ideas.
1 Paiva, A. (2021). *NeuroArchitecture and the Role of Emotions*. Perception + Space, International Research Network, University of Salford, Manchester.
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