Architecture as a tool for sustainable learning in a primary school in Ota, Ogun State, Nigeria

Abstract

For sustainable learning to take place, a learning center must offer a comfortable, healthy, secure,
approachable, well-lit, well-ventilated, and aesthetically pleasing physical environment. The United Nations has
seen the need for quality education and coined the phrase “Sustainable Learning” which refers to the integration of
play and creativity into learning. This study assessed the learning methods and learning spaces used in a private
Nursery and Primary School, located in Ota, Ogun State, Nigeria. This was done to have a better understanding of the
sustainability of the educational facilities provided. The qualitative method was used for the research. First, the learning
characteristics and learning methods of pupils were identified through focus group interviews. Secondly, abstract
elements of architecture found within learning spaces were identified using literature and nonparticipant observation.
Data gathered was assessed using documentation and content analyses. Findings showed that children are unaware
of how their learning environment can affect their ability to learn, and further revealed that most learning spaces for
children in the study area do not have adequate spaces that will accommodate and facilitate all types of learning
and learning methods. It is recommended that all learning facilities for children should not only be accredited based
on the subjects and teachers’ qualifications, but also the quality and design of the physical structure provided as
learning spaces.