Blueprints of learning: a European perspective on policy and school design

Abstract

The design of school environments plays a critical role in shaping educational experiences. However, the extent to which spatial configurations support pedagogical innovation largely depends on how policy guidelines are developed and translated into architectural practice. This paper examines the intersection of policy and design by analyzing recent national school environment policies in Belgium (Flanders), Italy, and Türkiye, and how these are reflected in built primary school projects. A three-step qualitative method was applied across the three countries: (1) thematic analysis of policy documents, (2) thematic analysis of interviews with architects of recently built schools, and (3) a triangulation process of both datasets. As a result, the study proposes a practice-based framework developed across the three countries. Rather than offering a unified model, it links policy orientations to architects' visions. Six interrelated design aspects are identified: building quality, architectural quality, pedagogy, inclusion, sustainability, and community & context. The framework provides a first step toward articulating key design features, offering a theoretical overview of practical implications and a shared language for architects and researchers connecting policy and spatial design.