earticle

영어

With the recent introduction of the high school credit system in Korea, the educational paradigm is shifting toward student-centered, autonomous, and collaborative learning. This shift requires a reconfiguration of school spaces to support flexibility and multifunctionality. This study analyzes the case of “Home Base” spaces implemented at Yeongsaeng High School in Jeonju, Korea, as part of a school space innovation initiative. Using a combination of architectural drawing analysis, spatial-functional interpretation (categorized into functional, psychological, and relational dimensions), student surveys, and case comparisons, the study investigates how home base spaces vary by grade level. The findings reveal that each home base was designed to support different developmental needs, such as social adaptation, collaborative exploration, and academic immersion. Students preferred informal and autonomous spaces, and home base spaces effectively reflected these needs in their spatial configurations. The study concludes that home base spaces function as a core platform for relational learning and community building, beyond serving as auxiliary learning zones. The study proposes that future school design should adopt customized spatial strategies based on school type and curriculum, emphasizing participatory design involving students and teachers. This study contributes to expanding the discourse on educational space planning by providing empirical insights into user-centered learning environments.