Living Schools - a regenerative learning experience

Architecture weaves the fabric of education, culture, and community, transcending its role as mere shelter to become a canvas for learning and connection. This thesis investigates how regenerative design principles can transform primary school architecture into living tools for environmental education. Grounded in New Zealand’s sustainability policies, the study combines theoretical exploration and practical application. The research begins with a literature review to establish a theoretical framework, followed by case studies analysis of exemplary school designs around the world to analyse existing sustainable design practices. A survey of primary school educators in Wellington captures user perspectives, providing valuable insights into current challenges and opportunities in integrating sustainability within learning environments. These findings inform a design proposal that explores regenerative architectural solutions. By merging theory, user input, and design experimentation, this study offers recommendations for creating schools that inspire environmental stewardship, support diverse pedagogies, and strengthen community connections. This study hopes to craft a vision where schools nurture stewardship, ignite curiosity, and foster resilience. It offers a framework for spaces that educate not just minds, but hearts, bridging the threads of nature, pedagogy, and community into harmonious design.