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Soltanzadeh zarandi M, Raisi A. Analysis of Design Recommendations for Educational Space Based on Vygotsky’s Learning Theory and Comparing It with Recommendations from Flexibility Concept. CIAUJ 2024; 9 (1) :49-68
URL: http://ciauj-tabriziau.ir/article-1-556-en.html

The available studies confirm that the physical characteristics of educational space affect the student’s performance and academic effectiveness, and learning also needs a desired architecture and appropriate learning space. Among theories related to education, Vygotsky’s theory emphasizes the importance of interaction and social environment for students learning; however, studies have paid less attention to physical recommendations given by this theory. On the other hand, the concept of flexibility that many studies have addressed its physical recommendations considers creating interaction between students for learning improvement. Thus, this study tends to answer this question: to what extent can one use the recommendations from the flexibility concept to design educational spaces based on Vygotsky’s theory, and how much do the recommendations proposed by the flexibility concept and Vygotsky’s theory overlap? In this research based on the descriptive-exploratory method, recommendations from Vygotsky’s theory and flexibility concepts are collected and categorized for the architectural design of educational space to achieve the objectives of these two concepts after they are identified. In the next step, three diversity, adaptability, and changeability components of the flexibility concept are considered as the basis for examining the overlapping rate between design recommendations of Vygotsky’s theory and each mentioned component. The research results showed that some design recommendations from Vygotsky’s theory, including furniture or space arrangement are particularly consistent with the design criteria of two diversity and adaptability components. Overall, most design recommendations for flexibility concepts align with the objectives of Vygotsky’s theory, and employment of these recommendations leads to the same results that Vygotsky’s theory looks for. It means that more diverse and multiple solutions are available for the architectural design of educational spaces based on Vygotsky’s theory.