Adaptability in School Architecture: Stakeholder-Informed Criteria from Early-Stage Evaluation

Abstract

Adaptability is increasingly being emphasized in school architecture as educational practices, organizational structures, and societal requirements evolve over time. Despite its prominence in architectural discourse, adaptability remains loosely defined and inconsistently assessed in early design phases, particularly within architectural competitions. This study examines how adaptability in school buildings is conceptualized and translated into evaluative criteria during early-stage decision-making. 

The research combines a systematic literature review with a stakeholder workshop involving professionals engaged in school building projects. The literature review identifies commonly cited adaptability criteria, revealing a dominant focus on structural and spatial capacities. The stakeholder workshop complements this by exploring professional perceptions of adaptability and identifying practical enablers and barriers.

The findings show that stakeholders primarily understand adaptability in terms of supporting learning, organizational change, and everyday use, rather than as a purely technical attribute. Based on the combined analysis, the article proposes six criteria suitable for early-phase evaluation in architectural competitions: structural system, flow to entrances and circulation, technical room position, movable or foldable walls, and daylight potential and circularity. The study highlights the importance of integrating qualitative, social, and organizational dimensions alongside physical criteria so as to support more informed and transparent early-phase design decisions in school architecture.