Reflections of pandemic on education and educational architecture

The education sector and educational architecture have been seriously affected by the pandemic’s outcomes. Before COVID-19, debates about educational systems and their spatial design were at peak levels. Historically, educational reforms had never so directly influenced the relationship between space and the architecture of learning environments. However, the pandemic separated teaching from learning, treating them as two different aspects of education. Conventional classroom designs were unable to fuse these elements for interactive education and collaborative learning.

Virtual classes exacerbated this issue. Previous discussions focused on using space wisely and effectively, creating an innovative and collaborative class layout for better integration and exploring the capacities of opening education through nature. These strategies aimed at designing light-filled spaces and common areas for informal discussions. Yet these ideals were suddenly replaced by the reality of “I will share my screen.”

Black screens divided student relationships while distinctly separating teaching and learning. This evaporating of the space benefits investors unwilling to fund ideal educational environments. However, the traditional system’s fundamental troubles became evident through online education, suggesting that teaching methods and educational architecture will likely transform within the post-pandemic context.