Abstract
The article examines the architectural and educational environment as an active pedagogical resource linking national priorities for developing the intellectual and creative potential of the individual, the renewal of pedagogy, the transformation of the university, and the formation of the student’s personality. Based on a systematization of the presented materials, a logical model is constructed for the transition from the strengths of historical educational experience to a modern research-oriented, project-based, digital, and artistic-aesthetic university. Particular attention is paid to the influence of composition, proportions, light, color, materials, national motifs, landscaping, and the typology of learning spaces on students’ aesthetic perception, emotional culture, historical memory, communication, independence, and creativity. A sequence of levels through which the environment exerts its influence—sensory, emotional, cognitive, value-based, and creative—is proposed, demonstrating that the highest pedagogical outcome is the student’s transition from perceiving space to its meaningful transformation.
References
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