Akademik Veri Yönetim Sistemi
LIVENARCH VI, Trabzon, Türkiye, 25 - 28 Eylül 2019, ss.425-438
Currently, the means to react to social, economic and technological changes,
both through existing buildings and new designs, is an important concern for
architecture. Given the transformation caused via such rapid changes,
changing spatial demands become inevitable and these demands result in the
reconfiguration of urban, suburban and rural settings and require innovative
spatial approaches that are aligned with social, economic and technological
advances, both in existing and new buildings. Concepts such as
environmental responsiveness, sustainability, information modeling, were
readily absorbed by pioneering architects, however architecture still needs to
deliver “custom design services” in the present “product-infatuated society”
[1]. In this respect, the concept of adaptability should as well be taken into
consideration as a sustainable and novel way of re-using existing buildings
and providing appropriate design decisions for new buildings. Replacing the
capacity and performance of an existing building to provide spatial solutions
for diverse functions is highly effectual given the changing demands of the
society. Education, on the other hand, is a social construct that is both
constitutive and constituted by the social practices within a specific context.
Given such characteristic education buildings could be accepted as one of the
most influential examples to disentangle the links between the current social,
economic and technological contexts and the changing spatial demands.
Therefore, the present study explores the connections between adaptability in
buildings and alternative instruction approaches, sets forth a discussion on the
current practice of educational buildings based on a systematic literature
review and provides architectural, functional, urban, economic, social,
environmental and value considerations based on selected studies focusing
on adaptive re-use and adaptable design of education buildings.