King Mongkut's Institute of Technology Ladkrabang

Thirayu Jumsai na Ayudhya

Learning Environment Advocate

Thinking of educational design, we often picture curriculum frameworks, pedagogical strategies and technological integration. However, learning, especially in design, is fundamentally an embodied experience, intimately tethered to the physical spaces in which it occurs. To truly elevate educational environments, we must turn our attention to the architectural experiences of the everyday and the profound impact of a "sense of place." My research and interest in how humans interact with everyday architecture reveal that the subtle, often unnoticed dimensions of a physical environment can either catalyze or stifle the cognitive and emotional development of students.

The architectural experience of the everyday refers to the cumulative effect of mundane spatial encounters, the way natural light filters through a window, the acoustics of a bustling hallway or the tactile qualities of a classroom wall. Research in environmental psychology and architectural phenomenology suggests that these elements are not mere background scenery; they actively participate in shaping our cognitive load and emotional state. For example, studies have consistently shown that access to daylight and views of nature significantly improve concentration, reduce stress and even enhance test scores. Yet, many traditional educational facilities were designed with an industrial mindset, prioritizing efficiency, standardized layouts and surveillance over human experience. By reimagining these everyday architectural elements, softening transitions between spaces, optimizing acoustic comfort and maximizing natural lighting, we can design schools that intuitively support the neurological needs of learners rather than fighting against them.

Closely linked to everyday experience is the concept of a "sense of place", the subjective and emotional attachment people cultivate with their environment. A strong sense of place fosters a feeling of belonging, identity and psychological safety, all of which are prerequisites for deep, effective learning. In my exploration of spatial identity and everyday architecture, I have found that sterile, institutional spaces often alienate students, treating them as transient occupants rather than active participants. Conversely, spaces that integrate local cultural motifs, utilize regional materials or provide adaptable areas where students can leave their mark, cultivate a profound sense of ownership. When educational design roots itself in the specific context of its community and natural geography, the school transforms from a mere facility into a meaningful "place." This transformation encourages students to engage more deeply not only with their physical surroundings but also with their peers and their studies.

Translating these research insights into better educational design requires a shift in focus from the formal classroom to the "inbetween" spaces, the corridors, courtyards, stairwells and cafeterias. These are the primary arenas of the everyday where informal learning, socialization and decompression occur. Drawing from spatial syntax research, we know that the layout of these interstitial spaces dictates the frequency and quality of spontaneous human interactions. Designing wider corridors with alcoves for small group discussions or creating accessible, sheltered outdoor learning environments, leverages the power of everyday architecture to support collaborative learning. It acknowledges that education is a continuous, holistic process that happens as much in the unscripted moments of the day as it does during formal instruction.

Ultimately, moving from everyday experience to better educational design requires us to view students as embodied beings who are in a constant, subconscious dialogue with their surroundings. By centering the architectural experiences of the everyday and deliberately cultivating a strong sense of place, we can construct educational environments that are not only functionally efficient but also emotionally resonant. Such spaces do more than just house education; they actively participate in the shaping of curious, secure and deeply connected learners.