Evaluating Regenerative Architectural Strategies to Enhance Spatial Performance and Community Wellbeing in Next Generation Educational Complexes

Abstract

The transition from sustainable to regenerative design paradigms has introduced new expectations for educational architecture, positioning school environments as active contributors to ecological balance, spatial efficiency, and social wellbeing. While previous studies have examined sustainability-oriented school design, limited research has systematically evaluated how regenerative architectural strategies influence both spatial performance and community wellbeing within next generation educational complexes. This study aims to address this gap by developing an integrated evaluative framework that links regenerative design principles with measurable spatial and social performance indicators. A mixed-method research methodology is employed, combining spatial performance analysis, post-occupancy evaluation, and comparative case studies of contemporary educational complexes designed under regenerative or advanced sustainability principles. Quantitative data are derived from spatial efficiency indicators, environmental performance metrics, and observed patterns of space utilization, while qualitative data are collected through user-based wellbeing assessments and behavioral mapping techniques. The analytical framework synthesizes regenerative design strategies—such as biophilic integration, spatial adaptability, and place-responsive configurations—with performance indicators related to learning environments, social interaction, and community resilience. Findings demonstrate that regenerative architectural strategies significantly enhance spatial performance by improving circulation efficiency, functional flexibility, and environmental responsiveness. Moreover, the results reveal a strong correlation between regenerative spatial configurations and increased levels of community wellbeing, particularly in terms of social interaction, perceived comfort, and collective engagement within educational settings. The study further identifies critical design variables that mediate the relationship between regenerative strategies and social sustainability outcomes. By providing empirically grounded evidence, this research contributes to architectural theory and practice by advancing a performance-based understanding of regenerative educational design. The proposed evaluation framework offers practical applicability for architects, planners, and policymakers seeking to design future educational complexes that not only minimize negative impacts but actively generate positive spatial and social value. Ultimately, the study positions regenerative architecture as a transformative approach capable of redefining the role of educational environments in fostering sustainable and resilient communities.