A Study Regarding the Development of User-Centered School Space Components for Future School Environments

Purpose: This study aimed to develop user-centered school space components that reflect the needs of teachers and students in the process of developing future-oriented learning environments at the school level. The study analyzed the alignment between school education goal systems and spatial configurations, and proposes space types and key design elements based on instructional purposes. Methods: A Design and Development Research (DDR) methodology was employed. First, the education goal systems of 15 high schools were analyzed, resulting in a hierarchical framework consisting of vision, educational goals, learner profile, core strategies, and action plans. Based on a review of prior studies, an initial draft of spatial guidelines was developed. Surveys and focus group interviews (FGI) involving teachers, students, and administrators were conducted to validate the guidelines both internally and externally. Results: The findings indicate that a coherent hierarchical structure of educational goals provides a clear direction for school space design. School spaces were categorized into seven types—general instruction, experiment/practice, information exploration, experiential/practical arts, integrated learning, student welfare, and administrative support spaces. For each type, instructional activities, related subjects, and essential spatial components were specified. Conclusion: This study provides practical foundational resources for designing school spaces that reflect user needs. The proposed guidelines can be used as strategic tools for future-oriented school space transformation and for enhancing teachers’ professional competencies in space utilization and instructional redesign.