9. An Inclusive Response to COVID-19: Transforming Learning Environments

Covid-19 restrictions have upended normal life flow, completely changed education systems, affected our mental health and social relationships. Educational institutions all around the world had to switch to remote and hybrid learning; many students abandoned their learning environments and had to learn from home. As expected, the crisis showed that distance learning isn’t for everyone, children need guidance from a teacher and shared activities with classmates, for a fruitful learning process. As the world is slowly adapting to life in a pandemic, policymakers and educators in North Macedonia, were challenged to reopen schools or offer an appropriate online learning model. Beyond much discussion about where learning will take place, another question appeared: How to improve and reinvent schools to fulfill the needs of all students now and in the future? Besides causing difficulties, the global health pandemic delivered a clear picture of what works and what doesn’t for pupils. It opened our eyes to existing inequalities and all challenges that need to be addressed. As new approaches to designing learning environments are required, we cannot return to the world as it was before. School designs with a renewed focus on the physical, mental, and emotional well-being of children constructed over the pillars of access, equity, and inclusion, are the future of a reformed teaching system. The built environment should ensure the safety of students, educators and staff, and act to the improvement of education and children’s well-being in a (post) pandemic world. It is imperative that schools present a positive inclusive environment where children can explore and learn while feeling safe, equal and accepted. In the process of providing guidelines and suggestions for redesign or reuse of educational facilities, first and foremost one must begin with the evaluation of existing school infrastructure. Based on building codes and regulations, direct observation of 12 schools in Macedonia, and analysis of disabled user’s needs, this research focuses on rethinking how buildings are designed, how architecture can reshape spaces and user experience, ending up with design guidelines and suggestions about how the classroom of the future should look like.