NAVIGATING THE LIMINAL ZONE: Designing Future-Oriented Educational Environments

dc.contributor.authorKedari, Bhairavi Nitinen
dc.contributor.committeechairJones, James R.en
dc.contributor.committeememberLever, David G.en
dc.contributor.committeememberWashco, Kristin Nicoleen
dc.description.abstractThis thesis seeks to address emerging future questions by envisioning the future of educational architecture, considering the evolving dynamics between people, machines, and collaborative learning environments. While machines will play a significant role, human interaction, collaboration, and experimentation will remain indispensable for the exchange of ideas. As we look ahead, it is evident that students will require learning spaces that balance passive educational modes—such as lectures, seminars, research, and introspection—with hands-on exploration. These spaces will transcend traditional structures, embracing liminal zones that facilitate seamless transitions into professional or higher education spheres. In the dynamic landscape of 21st-century education, the convergence of technology, globalization, and evolving pedagogical paradigms presents both challenges and opportunities for educational institutions. This thesis endeavors to explore the transformative potential of high school architecture, centered around the concept of the liminal zone—a space that transcends conventional schooling. Our aim is to reconceptualize schools as vibrant hubs of innovation and intellectual exploration, equipping students with the skills, knowledge, and adaptability essential for success in a complex and interconnected world. At the core of our design philosophy lies a commitment to flexibility and adaptability, evident in features such as the Pod concept and informal collaboration spaces, ensuring that educational environments remain responsive to the evolving needs of learners and the demands of the future.en
dc.description.abstractgeneralThis research aims to shape the future of educational architecture by envisioning how learning spaces can evolve in response to changing dynamics between people, technology, and collaborative environments. While technology will play a significant role in education, human interaction, collaboration, and hands-on experimentation will remain crucial for the exchange of ideas and knowledge. As we move forward, it is clear that students will need learning environments that balance traditional educational methods—like lectures, seminars, and research—with practical, hands-on exploration. These new spaces will go beyond conventional classrooms, creating zones that seamlessly transition students into professional or higher education settings. The rapidly changing landscape of 21st-century education, influenced by technology, globalization, and new teaching methods, offers both challenges and opportunities for schools. This thesis explores how high school architecture can be transformed to meet these needs. It introduces the concept of the "liminal zone," a space that bridges traditional schooling and the future, encouraging innovation and intellectual exploration. Our goal is to redesign schools as vibrant centers of learning, where students can develop the skills and adaptability needed for success in a complex, interconnected world. Key to our design are flexible and adaptable features, such as the "Pod" concept and informal collaboration areas, ensuring that educational spaces can evolve with the changing needs of students and the demands of the future.en
dc.description.degreeMaster of Architectureen
dc.publisherVirginia Techen
dc.rightsIn Copyrighten
dc.subjectfuture educational architectureen
dc.subjectcollaborative learning environmentsen
dc.subjecthuman interactionen
dc.subjecttechnology integrationen
dc.subjectflexible learning spacesen
dc.subjectliminal zonesen
dc.subjecthands-on explorationen
dc.subject21st-century educationen
dc.subjectevolving pedagogical paradigmsen
dc.titleNAVIGATING THE LIMINAL ZONE: Designing Future-Oriented Educational Environmentsen
dc.typeThesisen Polytechnic Institute and State Universityen of Architectureen


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