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Towards an interdisciplinary model of practice for participatory building design in education

Lookup NU author(s): Dr Pamela Woolner



This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0).


It is recognised that educational environments influence learning experiences,so it is important to ensure that educational buildings aredesigned to be fit for purpose. In order to ensure that educational buildingsmeet the needs of those who use them, all relevant stakeholdersshould be involved in the design process. However, this is not straightforwardand much remains unclear about how involvement in suchcomplex design processes should proceed. This article presents thefindings of four small heterogeneous groups of architects, educationaldesigners, teachers and students from the UK and The Netherlands,discussing how they would envision optimal collaboration and involvementof stakeholders in the process of (re)designing educationalbuildings and instructional methods. Presentations from the four groupswere transcribed and analysed. Informed by a review of existing modelsand frameworks, our findings were synthesised into a new interdisciplinarymodel of participatory building design in education. This new modelfocuses on an iterative design process with different stakeholdersinvolved in different ways at different times.We propose that this modelcan inform policy and practice in educational building design, as well aswithin co-creation of curricula, learning, teaching and assessment.

Publication metadata

Author(s): Könings KD, Bovill C, Woolner P

Publication type: Article

Publication status: Published

Journal: European Journal of Education

Year: 2017

Volume: 52

Issue: 3

Pages: 306-317

Print publication date: 01/09/2017

Online publication date: 20/07/2017

Acceptance date: 01/05/2017

Date deposited: 27/07/2017

ISSN (print): 0141-8211

ISSN (electronic): 1465-3435

Publisher: Wiley


DOI: 10.1111/ejed.12230


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Funder referenceFunder name
Arts and Humanities Research Council (grant number 318 – 98-104).
Netherlands Organisation for Scientific Research