DESIGN OF UNDERGROUND EDUCATIONAL SPACES: ANALYSIS OF WORLD AND UKRAINIAN EXPERIENCE
DOI:
https://doi.org/10.31652/3041-1017-2026(8-1)-14Keywords:
safe educational space, biophilic design, design of educational interiors, underground educational spaces, underground Ukrainian schoolsAbstract
The article provides a comprehensive analysis of modern research and practices in the field of underground educational institutions, reveals the features of architectural solutions, interior design, safety standards, and ensuring psychological comfort. Special attention is paid to Ukrainian practices of organizing educational space in underground schools in Kharkiv, Zaporizhia, Mykolaiv, Kharkiv, and Kherson regions. Specific examples demonstrate that Ukrainian underground educational institutions are complex engineering and architectural facilities that meet the highest standards of safety, comfort, inclusiveness, and sustainability. The study is based on an interdisciplinary approach that combines the analysis of regulatory legal acts, architectural and engineering standards, examples of implemented projects, and the results of sociological and psychological research. The analysis used data from open sources and official websites of government and international organizations. The article demonstrates that the modern design of underground schools in Ukraine is focused on creating a cozy, motivating and aesthetically attractive atmosphere that minimizes the feeling of a closed space. Underground schools and kindergartens use light colors, bright accents, biophilic elements (plants, natural textures, photo wallpapers with landscapes), information and motivational stands, interactive boards, height-adjustable furniture, areas for active games and recreation. To improve the quality of photos of underground educational spaces, which are taken from open sources, artificial intelligence tools were used. It is concluded that the successful implementation of underground schools is possible only with a comprehensive approach: a combination of architectural innovation, modern engineering systems, psychological support, pedagogical adaptation, inclusiveness, transparent management and public involvement. A special role is played by biophilic design, circadian lighting systems, and the organization of areas for creativity, games, and recreation aimed at supporting the psycho-emotional state of participants in the educational process.References
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