From Earth to Education: A Sustainable Approach to Climate Resilient School Design in Rural Zambia
Authors
Sadik, Zin ; Wilczewska, Anna ; Heyselberghs, Antje
Term
4. term
Education
Publication year
2025
Submitted on
2025-06-02
Pages
178
Abstract
This thesis presents the design of a secondary boarding school in rural Zambia that combines practical strategies to make the campus climate-resilient while creating a high-quality place to learn and live. The project follows a community-driven approach to ensure user needs are met. It prioritizes simple construction methods and locally sourced materials so the local community can take part in the building process. The thesis also examines the trade-offs between a comfortable indoor climate (conditions such as temperature, air and light inside buildings) and the environmental costs of achieving it in the context of a developing country. The final design aims to balance low environmental impact, good indoor conditions and user comfort, while remaining sensitive to its context and providing well-crafted architectural spaces. Overall, the work advocates for school design that is environmentally responsible, strengthens community engagement and creates a better educational environment through climate-conscious decisions.
Denne afhandling præsenterer et design for en kostskole på sekundært niveau i et landdistrikt i Zambia, som samler praktiske strategier for at gøre skolen klimarobust og samtidig skabe gode rammer for læring og hverdagsliv af høj kvalitet. Projektet bygger på en lokalt forankret, brugerdrevet proces, der sikrer, at brugernes behov bliver opfyldt. Der lægges vægt på enkle byggemetoder og materialer, der kan skaffes lokalt, så lokalsamfundet kan deltage i selve byggeprocessen. Afhandlingen undersøger også afvejningerne mellem et behageligt indeklima (forhold som temperatur, luft og lys indendørs) og de miljømæssige omkostninger ved at opnå det i en udviklingslandskontekst. Det endelige design søger en balance mellem lav miljøpåvirkning, godt indeklima og brugerkomfort, samtidig med at det er kontekstuelt relevant og giver arkitektonisk velfungerende rum. Samlet set taler arbejdet for en omtænksom skolearkitektur, der tager miljøhensyn, styrker lokalt engagement og skaber et bedre læringsmiljø gennem klimabevidste valg.
[This apstract has been rewritten with the help of AI based on the project's original abstract]
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