A Systematic Literature Review on the Application of Space Syntax in Designing Schools
Keywords:
Space Syntax, Wayfinding, School, Movement, LearningAbstract
This systematic literature review explores the application of Space Syntax theory and methodologies in the design of school environments, focusing on studies published between 2015 and 2025. The review synthesizes empirical research and theoretical contributions to examine how spatial configurations influence wayfinding, movement patterns, pedagogical practices, and social interactions in educational settings. A rigorous search strategy using defined keywords, Boolean operators, and multiple academic databases—including specialized Space Syntax conference proceedings—was employed to identify relevant studies. Findings reveal that Space Syntax provides powerful analytical tools for optimizing functional efficiency, enhancing spatial legibility, and supporting student-centered, flexible pedagogies. The evidence underscores the growing recognition of space as an active agent in shaping user experience and learning dynamics, shifting school design beyond a merely functional paradigm. The review also identifies several research gaps, including limited educational typologies, underexplored integration of qualitative and quantitative data, and a need for longitudinal studies. These gaps point to opportunities for future interdisciplinary research that bridges spatial analysis with educational theory, organizational behavior, and real-world practice, thereby advancing both the academic field and the design of responsive learning environments.
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