Architectural design of classroom to stimulate learning in Higher Education: An Approach Connected with Neuroeducation and Neuroarchitecture

Aline de Queiroz Passos Molineiro; Eduardo Manuel de Freitas Jorge; José Antônio Moreira; José Garcia Vivas Miranda; Kathia Marise Borges Sales; Hugo Saba Pereira  Cardoso

doi:10.31686/ijier.vol10.iss4.3707

Authors

Aline de Queiroz Passos Molineiro Bahia State University https://orcid.org/0000-0001-6389-8119
Eduardo Manuel de Freitas Jorge Bahia State University
José Antônio Moreira Open University of Portugal
José Garcia Vivas Miranda Federal University of Bahia https://orcid.org/0000-0002-7752-8319
Kathia Marise Borges Sales Bahia State University
Hugo Saba Pereira Cardoso Bahia State University https://orcid.org/0000-0001-8402-6416

DOI:

https://doi.org/10.31686/ijier.vol10.iss4.3707

Keywords:

Classroom, learning, neuroarchitecture, neuroeducation, higher education

Abstract

The architectural design of learning spaces in higher education has undergone profound changes with the new educational perspectives that break with traditional pedagogical practice supported by control, hierarchy, and information dissemination. Educational institutions are gradually seeking disruptive models that enhance new learning experiences. This article presents references of innovative projects of learning and interaction spaces, that have been added to the principles of Neuroeducation and Neuroarchitecture for the development of architectural strategies for a new classroom proposal for the Bahia State University. As a result, the project brings preliminary studies to the Learning Environment Model for Higher Education (LEMHE). A flexible model, divided into three learning areas: flexible zone (active); introspection zone, and relaxing zone. This zoning aims to provide diverse experiences of pedagogical practices, added to respect the physiological needs of its users to enhance well-being and learning in higher education.

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