ARCHITECTURAL AND SPATIAL ORGANIZATION OF MODERN SCHOOL BEDDING HOUSES

Abstract

Purpose. The study aims to define and substantiate the principles of architectural and planning organization of modern school boarding houses that provide a comfortable, inclusive, and psychologically safe environment for students’ living and development. The purpose is to formulate a system of principles that reflect current social, pedagogical, and architectural challenges associated with educational reform, migration processes, and the implementation of sustainable development concepts. Methodology. The research is based on a comprehensive approach combining typological, historical-analytical, and comparative methods, as well as the method of conceptual modeling. The analysis of international and Ukrainian design experience, the study of psychological aspects of spatial perception, and the systematization of architectural practices made it possible to identify the patterns that determine the quality of the environment in school boarding houses. Results. The analysis revealed that the traditional boarding school model does not meet modern educational and social requirements. Based on the generalization of scientific sources and global design practices, four key principles of architectural and spatial organization were formulated: group-based (cluster) planning of residential units, multifunctionality of space, interactivity and adaptability of the architectural environment, and psychological comfort. The proposed system of principles establishes a theoretical framework for shaping a modern boarding school model as a human-centered, multifunctional living environment. Scientific novelty. For the first time, a systematic set of principles for the architectural and planning organization of school boarding houses has been developed, integrating architectural, socio-psychological, and pedagogical dimensions. The novelty lies in combining the typological approach with a humanistic design paradigm focused on the child’s needs. This allows viewing the boarding house not merely as a residential institution but as a space for education, development, and socialization. Practical relevance. The findings can be applied to the development of methodological guidelines, standard design solutions, and regulatory frameworks for educational architecture. The proposed principles may be implemented in the reconstruction of existing boarding facilities and the design of new school boarding houses that comply with sustainable development, inclusivity, and psychological well-being standards.