In Vilnius, we aim to provide conditions that enable the development of independent, free and responsible personalities. The physical environment is perceived as an important factor in the quality of education and is referred to as the „third teacher”, along with the curriculum and the educator. The essential condition for a good school or kindergarten building and territory is a common architectural concept that follows contemporary pedagogical guidelines, recognisable both in different zones inside the building and in the external, outdoor, space. The application of these rules is important for the construction of new educational institutions and renovation of the existing ones, so that the buildings and their environment inspire the education of individuals ready for the challenges of the future.
RULES FOR MODERN SCHOOL AND KINDERGARTEN ARCHITECTURE IN VILNIUS
Identity. The distinctive architecture, spatial structure, and interior elements of a school or kindergarten reflect the values, culture, and learning philosophy of a particular educational institution, and are in harmony with the urban context.
Variety of spaces. Spaces reflect the different ways of learning and the needs of each member of the community. Modern learning spaces are not just traditional classrooms with a fixed arrangement of furniture, but can accommodate all indoor and outdoor spaces, creating conditions for small group, individual, distance or synchronous learning.
Spaces that are welcoming to everyone. Universal design principles have been applied to ensure that indoor and outdoor spaces are equally accessible to those with limited functional abilities.
Flexibility of the building and the territory. Multifunctional, transformable spaces respond to the different and changing needs of members of the school or kindergarten community. The sports and recreational facilities in the territory are adapted to the needs of different age groups and are used effectively for education and the needs of a wider community.
Transparency. The use of glass or transparent enclosures in educational institutions contributes to community activation, creates a culture of safety and trust, and facilitates environmental surveillance. However, the use of transparent barriers is justified in light of ensuring privacy and comfort, and should not be used in spaces where they are distracting.
Inclusiveness. Spaces are attractive, interesting, and age-appropriate. Aesthetically pleasing interior and exterior design, creating a favourable atmosphere and stimulating curiosity. Colours are chosen to respond to the psychological impact (stimulating or calming) and the nature of the intended activity (active or passive).
Sense of natural environment. This includes natural and artificial light, appropriate temperatures in all seasons, regulation of sound propagation, air quality and connection with nature. Natural materials are used in the interior and exterior.
Seamless integration into the urban environment. The educational institution is not designed as a separate urban island but is seamlessly integrated into the urban structure of the neighbourhood, the overall environment of urban spaces, emphasising the naturally formed landscape. Educational institutions can be located in typical spaces, adapted to the educational needs of the neighbourhood, and the same institution can be arranged across different buildings. The design of educational institutions must follow the Rules of Urban Planning and Architecture of Vilnius.
Community centre. The outdoor and indoor spaces of a school or kindergarten shall be open and inviting to the community, responding to its various needs: sports, culture, events, suitable for education of different age groups, and, vice versa, encouraging pupils to cross the boundaries of the school or kindergarten and to use the various spaces of the city as a learning and exploration resource.