A Future Of Hope
Understanding how a primary school in Homs, Syria, can be designed to support both children’s educational progress and psychological well-being in a context-aware and resource efficient manner
D.H. Knol (TU Delft - Architecture and the Built Environment)
R. Schroën – Mentor (TU Delft - Architecture and the Built Environment)
A. Luna Navarro – Mentor (TU Delft - Architecture and the Built Environment)
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Abstract
This research examined how architecture can support learning progress and psychological well-being in Homs, Syria. Through an analysis of literature and policy frameworks, the study identified architectural strategies that contribute to both educational outcomes and psychological recovery, including access to daylight, natural ventilation, restorative green spaces, flexible learning environments, and safe outdoor areas. The findings suggest that architecture can play a meaningful role in creating supportive environments that foster concentration, resilience, and a sense of safety. These insights informed the development of a sustainable, climate-responsive, and adaptable school design that addresses both educational and community needs.