Traditional homes were more than just shelters; they were nurturing spaces that seamlessly integrated learning and growth within a familiar environment. With the advent of formal schooling, schools became secondary homes for children, emphasizing the need for educational spaces to evoke comfort, security, and belonging. This research explores the application of vernacular architecture in school buildings in Chennai, Tamil Nadu, where rapid urbanization has increased the demand for sustainable, climate-responsive designs. Vernacular architecture, with its emphasis on passive cooling techniques, local materials, and cultural relevance, offers a viable alternative to energy-intensive modern buildings. The research adopts a mixed-method approach that examines three case studies – Chettinad Hari Shree Vidyalayam (Vernacular), Abacus Montessori School (Hybrid), and The Learning Community at Quest (Contemporary) – to assess the effectiveness of vernacular principles, using three parameters: (1) Planning Principles, (2) Design Approach, and (3) Material & Structural strategies. The findings highlight that features, such as courtyards, shaded corridors, structural systems, and natural ventilation, significantly enhance thermal comfort and learning environments. The research advocates a hybrid approach, merging vernacular strategies with modern educational needs to create resilient, sustainable, and contextually relevant school spaces where transitions, such as Inner Courtyards (Muttram) and Outer Courtyards (Mundril), fostered social interactions and cooling, now mirrored in school courtyards. Thinnai (verandah) transitioned to shaded corridors. Inner rooms became classrooms for focused learning. This research contributes to the discourse on educational architecture, reinforcing the importance of integrating vernacular principles for improved student well-being and environmental harmony.

Keywords: Vernacular architecture, contemporary school design, sustainable learning environments, passive cooling strategies

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Traditional homes were more than just shelters; they were nurturing spaces that seamlessly integrated learning and growth within a familiar environment. With the advent of formal schooling, schools became secondary homes for children, emphasizing the need for educational spaces to evoke comfort, security, and belonging. This research explores the application of vernacular architecture in school buildings in Chennai, Tamil Nadu, where rapid urbanization has increased the demand for sustainable, climate-responsive designs. Vernacular architecture, with its emphasis on passive cooling techniques, local materials, and cultural relevance, offers a viable alternative to energy-intensive modern buildings. The research adopts a mixed-method approach that examines three case studies – Chettinad Hari Shree Vidyalayam (Vernacular), Abacus Montessori School (Hybrid), and The Learning Community at Quest (Contemporary) – to assess the effectiveness of vernacular principles, using three parameters: (1) Planning Principles, (2) Design Approach, and (3) Material & Structural strategies. The findings highlight that features, such as courtyards, shaded corridors, structural systems, and natural ventilation, significantly enhance thermal comfort and learning environments. The research advocates a hybrid approach, merging vernacular strategies with modern educational needs to create resilient, sustainable, and contextually relevant school spaces where transitions, such as Inner Courtyards (Muttram) and Outer Courtyards (Mundril), fostered social interactions and cooling, now mirrored in school courtyards. Thinnai (verandah) transitioned to shaded corridors. Inner rooms became classrooms for focused learning. This research contributes to the discourse on educational architecture, reinforcing the importance of integrating vernacular principles for improved student well-being and environmental harmony.

Keywords: Vernacular architecture, contemporary school design, sustainable learning environments, passive cooling strategies

🔒 This is a subscription article

Full text is available to subscribers and institutional members. Please choose an option below to access it.