Theoretical model of an all-day educational complex

The absence of a scientifically-grounded theoretical framework for shaping the architecture of modern educational complexes impedes the transition of schools into such complexes. This transition represents an objective historical trend, as confirmed by our analysis of global experience in the design and construction of general education facilities offering all-day schooling services. The research aims to develop a theoretical model of an all-day educational complex for its subsequent implementation in the architectural design practice for both new and renovated facilities. These complexes are intended for the upbringing and education of Russian schoolchildren, their socialization, the development of a civic and patriotic stance, and the nurturing of creative initiative. This paper presents the results of theoretical modeling of an all-day educational complex—a new-generation architectural entity for general education. The theoretical model of the complex is structured as a tripartite framework, comprising social, functional, and typological levels. At the social level, user groups are identified, defined as territorial educational communities that will utilize the facility to carry out their activities. At the functional level, functional programs are proposed, leading to the formation of functional zones and clusters of spaces for program implementation. At the typological level, architectural-planning and volumetric-spatial models are developed for both the structural elements and the complexes as a whole. The study defines the core concepts of the research: "extracurricular activities," "all-day educational complex," and "center for extracurricular and supplementary education." Furthermore, generalized territorial-typological models of all-day educational complexes have been developed. The proposed theoretical model of an all-day educational complex can be applied in both new construction and the renovation of existing school buildings. While new construction and renovation impose significantly different requirements and design approaches, the findings of this work, encapsulated in the formulated theoretical model, allow for its implementation under varying conditions. The theoretical model presented for discussion in this work reflects the authors' idealistic vision for what a new-generation general education complex in modern Russia should be.

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