Natasha Spronk

This research explores the transformation of schools from collections of prefabricated structures into inclusive and contextually grounded educational institutions. In rapidly expanding urban areas shaped by residential growth  and spatial fragmentation, many schools reflect reactive expansion rather than cohesive planning. This reliance on prefabricated classrooms, while addressing immediate demand, often produces inadequate learning environments that hinder educational outcomes and weaken integration with the surrounding community.

The study investigates how architectural design can address these challenges through the integration of biophilic and community-centred strategies. Biophilic  design introduces natural elements into the school environment to improve student well-being, engagement, and cognitive development. Community centred design focuses on strengthening connections with the neighbourhood by creating shared spaces that serve both educational and communal functions, promoting safety, inclusion, and social cohesion. 

By reimagining the spatial layout and long-term purpose of schools, this research proposes a model for public educational infrastructure that is adaptable, environmentally responsive, and deeply embedded in its urban context. The project positions the school not merely as a site of instruction but as a layered system of learning, nature, and community, offering a forward thinking prototype for school design in fragmented and under-resourced settings.