The development of educational spaces in the age of phygital education in Türki̇ye

Abstract

This thesis examines the historical and architectural evolution of educational structures in Türkiye, exploring the necessity and methods of transitioning from a traditional "teacher-centered" approach to a "student-centered" and technology-integrated "phygital" (physical and digital) learning environment that meets the demands of the 21st century. The study's central theme is how the "factory model" school structures, shaped by the needs of the industrial revolution and prioritizing discipline and control, have become inadequate in the face of today's flexible, collaborative, and digitized pedagogical needs. The thesis examines, from a historical perspective, how educational policies have been or haven't been reflected in space, spanning from the Ottoman era to the Republic, from the modernization efforts beginning with the Law on the Unification of Education to the holistic campus concept of Village Institutes, and from there to contemporary reforms such as the 4+4+4 system and the FATİH Project. In particular, "technology mismatch" created by attempting to integrate technological equipment (smart boards, tablets) into older, "cellular" architectural structures is one of the main problems addressed in this study. The methodological framework of the study is structured as a multi-layered system that blends theoretical depth with field realities. The research process began with a comprehensive "systematic literature review"; 146 sources on "Phygital Classrooms" and educational architecture were examined by searching Google Scholar and Web of Science databases, and 35 key studies directly related to the topic were analyzed in depth. This theoretical framework is supported by "affordability" theory, which examines the power of space to shape human behavior, and the principles of environmental psychology. In the application dimension of the study, a detailed "case study" method was followed on the standard type projects of the Ministry of National Education (MEB) to present the current situation in Türkiye with concrete data. Furthermore, the spatial requirements of different pedagogical models such as Traditional, Waldorf, Montessori, AltSchool, and Online Education were examined using comparative analysis tables; how each model defines the teacher-student role and how these definitions dictate the architecture, from "fixed row" arrangements to "flexible studio" structures, was revealed. The findings and conclusions indicate that the current school stock in Türkiye needs a serious structural and pedagogical transformation. Analyses reveal that the Ministry of National Education's standard projects are designed with a "cellular plan" logic; classrooms are isolated from each other and from corridors by thick, solid walls, which physically hinders interdisciplinary interaction and social learning. Within these structures, corridors remain dark and "unused" passageways, not included in the educational process; while the "fixed row" arrangement and the hierarchical position of the teacher's desk confine the student to a passive recipient of information from a pedagogical perspective. This thesis emphasizes that these structural limitations make active learning, group work, and project-based education processes, required by modern pedagogy, impossible. As a solution to these problems, instead of the economically and ecologically unsustainable "demolish and rebuild" approach, a strategy based on the transformation of existing buildings is proposed. This strategy is designed as a two-stage evolutionary process. In the first stage, the "Semi-Open System," it is proposed to make the walls separating classrooms from corridors transparent or to remove them with movable panels. Thus, corridors will cease to be merely walking areas and will be transformed into "learning streets" equipped with niches, seating areas, and exhibition surfaces. By replacing fixed and bulky furniture with wheeled, modular, and connectable desks, the space will be able to be instantly transformed according to the content of the lesson. The ultimate goal of this transformation, the "Phygital Classroom" model, aims to create a seamless hybrid structure where the physical space is integrated with digital layers. In this model, technology ceases to be a tangle of unsightly cables and becomes an "invisible infrastructure" that permeates the space through raised floors or ceiling systems. Thanks to "immersive zones" created within the classroom, students will be able to experience lesson content using VR (Virtual Reality) and AR ( Augmented Reality) technologies. Addressing the noise problem that technological density can create, the use of acoustic ceiling panels, sound-absorbing floors, and adjustable LED lighting systems is defined as an indispensable part of the "Phygital" transformation. In conclusion, this study argues that school buildings should cease to be static "information repositories" and instead become living "ecosystems" where walls are transparent, technology is used in a human-centered way, and students are empowered; and that this is not merely a construction activity, but a profound cultural revolution.