In this sense, Architecture of Development brings together a wide range of existing theoretical research in this field, both international and Russian. At the same time, it summarises the long-standing practical experience of one of Russia’s leading studios in educational architecture. Finally, thanks to the participation of a large pool of experts — from teachers, psychologists and public officials to builders, developers and technology manufacturers — the study also takes into account the current realities of the Russian context.

The book consists of several chapters. The chapter Prerequisites traces the relationship between the quality of the educational environment and the quality of education itself, formulates the key principles of a contemporary educational environment, and identifies the main problems that prevent these principles from being widely implemented in Russia.

Design Strategy for the Educational Environment, with a detailed analysis of ATRIUM’s key projects, defines the main qualities that the space of a contemporary school should have.

Visual openness and transparency, an abundance of light, the feeling of a large shared volume, internal visual and spatial complexity, diverse movement scenarios, vertical development of space, a variety of spaces of different typologies and scales, material diversity and information richness, connection with the surrounding landscape — these and many other principles create, in the architects’ view, an environment that feels comfortable and welcoming. Such an environment encourages a different model of behaviour and, through this, shapes a different type of personality.

All design solutions presented in the research have been tested in practice. To make them scalable, a spatial toolkit was developed, allowing the elements to be assembled into a clear prototype for a future educational centre. In the chapters Functional and Spatial Solutions and Territory and Public Realm, all elements are divided into four basic blocks: art, sport, science, and public spaces / recreation. Each element is accompanied by a detailed description of optimal modifications — solutions that do not simply add one function to another, but create functional synergy and a new quality of space. For example, instead of simply increasing the number of computer science classrooms, some of them can be placed next to the library and divided by sliding partitions, creating a space that can, when needed, transform into an urban media library with a coworking area.

Importantly, even when working with a standard technical brief, it is possible to significantly expand the functional programme of each space. This is discussed in the chapter Efficiency and Optimisation.

The chapter Materials and Technologies provides detailed recommendations for the implementation of design solutions, from building life-support systems to the characteristics of individual materials and furniture items.

The chapter School and the City explains why a contemporary school can and should become a key element of a district’s social and cultural infrastructure. Instead of remaining a fenced-off “blank spot” disconnected from the urban fabric, a school can open access to all its services, from the courtyard with sports grounds and exhibition areas to the auditorium and medical centre.

This approach is a classic example of a win-win strategy: by improving the quality of life in the district, it benefits both the developer and the public client. The first examples of this are already emerging in Russia today.

The final three chapters are dedicated to reflections on the future and to ideas that still need to become standard practice. New Formats of Learning and Interaction proposes ways to integrate immersive AR/VR technologies required for hybrid and remote learning. These technologies significantly expand the educational — and not only educational — potential of any physical space.

The next chapter analyses approaches to shaping the educational environment from the perspective of Sustainable Development. The only way to make sustainable architecture the norm is to begin developing ecological thinking in children today. This can be done not only through visible examples of sustainable technologies integrated into the school building, but also by fostering care for nature and teaching a responsible relationship with it.

Finally, the chapter Towards a Welcoming School studies the issues of inclusive education in the broadest sense of the term. Making a school truly welcoming, open and accessible is still a question for the future — and, hopefully, the near future.

The authors of the study also hope that this work, and its wide dissemination among all participants in the process of shaping educational environments, will contribute to their qualitative improvement — and therefore to the quality of life of children in Russia and beyond.

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