CRITICAL REGIONALISM IN RURAL SCHOOL

ARCHITECTURE AND THEIR IMPACT ON PLACE

ATTACHMENT

A Dissertation REPORT

Submitted by
SYED MOHAMMED SHAFATH.S. F

Under the guidance of

AR. ALAMU PRIYA.PL.

in partial fulfillment for the award of the degree of

B. ARCH

(B.S. ABDUR RAHMAN CRESCENT INSTITUTE OF SCIENCE & TECHNOLOGY)

(Deemed to be university u/s 3 of the UGC Act. 1956)
www.crescent.education.

SEPTEMBER 2024
 BONAFIDE CERTIFICATE

Certified that this Dissertation report CRITICAL REGIONALISM IN RURAL

SCHOOL ARCHITECTURE AND THEIR IMPACT ON PLACE ATTACHMENT is the

Bonafide work of SYED MOHAMMED SHAFATH(RRN:200101601059) who carried

out the dissertation work under my supervision. Certified further, that to the best of

my knowledge the work reported here in does not form part of other thesis or

dissertation report on the basis of which a degree or award was conferred on an

earlier occasion on this or any other candidate.

SIGNATURE SIGNATURE
AR. SUSHIL KUMAR PREM PROF. G. JAYALAKSHMI
SUPERVISOR DEAN / CSA
Assistant Professor Professor & Dean
Crescent School of Architecture
Crescent School of Architecture
B.S. Abdur Rahman Crescent Institute
B.S. Abdur Rahman Crescent Institute
of Science & Technology
of Science & Technology
Vandalur, Chennai – 600 048
Vandalur, Chennai – 600 048

2
 ACKNOWLEDGEMENT

I express my deep gratitude and sincere thanks to our dean, Prof. G.

Jayalakshmi, for accepting my selection of topic. I extend my sincere
gratitude to the internal review panel members Ar. Jayakumar and Ar. Sushil
Kumar Prem for their constructive criticism and support throughout the
semester which helped me to shape up my dissertation and I also thank my
dissertation coordinator Ar.Sushil Kumar Prem for constant support and
encouragement. I am thankful to my guide, Ar. Alamu Priya.PL. for her
invaluable guidance, constant encouragement, constructive comments and
immense attitude, which has sustained my efforts at all the stage of this
dissertation. I would also like to thank my parents and friends for their
encouragement and support throughout the dissertation.

3
 ABSTRACT

This study explores the Concept of Critical Regionalism in rural school

architecture and its impact on place attachment among students and staff.
Critical Regionalism emphasizes the integration of local culture, climate, and
materials in architectural design while resisting the homogenizing effects of
globalized styles. In the context of rural schools, these principles can
enhance the sense of place and identity, fostering deeper emotional and
psychological connections to the environment.

This research examines how architectural elements, such as spatial

organization, material choices, and the inclusion of local vernacular features,
contribute to creating meaningful spaces that promote student well-being,
community engagement, and long-term attachment to the school. The study
aims to highlight the importance of culturally and environmentally responsive
design through interviews, surveys, case studies in shaping educational
environments that not only support learning but also reinforce a strong
connection to place.

The findings will provide insights as to how Architecture can be leveraged to

strengthen rural schools' as community anchors and enhance place-based
identity.

4
TABLE OF CONTENT:
ACKNOWLEDGEMENT........................................................................................2
ABSTRACT..............................................................................................................3
1.INTRODUCTION..................................................................................................5
1.1 AIM:....................................................................................................................5
1.2 OBJECTIVES:....................................................................................................5
1.3 RESEARCH QUESTION:..................................................................................5
1.4 SCOPE:...............................................................................................................5
1.5 LIMITATIONS:..................................................................................................5
1.6 METHODOLOGY:............................................................................................6
1.6.1 METHODOLOGY:..........................................................................................6
2.LITERATURE STUDY.........................................................................................7
2.1. INTRODUCTION:.............................................................................................8
2.2. WHAT IS CRITICAL REGIONALISM:..........................................................8
2.3. CERTERIA OF CRITICAL REGIONALISM:.................................................8
2.4. PLACE ATTACHMENT:..................................................................................9
2.6. METHODOLOGY:............................................................................................9
3.LITERATURE CASE STUDY:...........................................................................10
3.1. CASE STUDY OF A RANE VIDYALAYA, TRICHY.................................10
3.1.1 CONCEPT:.............................................................................................10
3.1.2 GARDENS:.............................................................................................11
3.1.3 PLANNING:...........................................................................................11
3.1.4 VENTILATION:.....................................................................................12
3.1.5 MATERIAL:...........................................................................................12
3.2. CASE STUDY OF THE YELLOW TRAIN SCHOOL, COIMBATORE BY
CHITRA VISHWANATH:.....................................................................................13
3.2.1 PLANNING:...........................................................................................13
3.2.2 VEGETABLE GARDENING:......................................................................14
3.2.2 RAMP:....................................................................................................14
3.3. CASE STUDY OF DR. DHAVAL RAJNIKANT MEHTA PRIMARY
SCHOOL:................................................................................................................15
3.3.1 PLANNING:...........................................................................................15
3.3.2 VENTILATION:....................................................................................15

5
3.4. CASE STUDY OF EKYA SCHOOL:.............................................................17
3.4.1 PLANNING:...........................................................................................17
3.4.2 CIRCULATION:....................................................................................17
3.4.3 VENTILATION:.....................................................................................18
3.5. INFERENCE:...........................................................................................19
4. PRIMARY CASE STUDY:................................................................................20
4.1.1 HISTORY:..............................................................................................20
4.1.2 DESIGN CERTERIA:............................................................................20
4.1.3. ZONING:...............................................................................................21
4.1.3. CIRCULTION:......................................................................................21
4.1.4. COURTYARDS:...................................................................................22
4.1.5. EXTRA ACTIVITIES:..........................................................................23
4.1.6. COLOURS:............................................................................................23
4.1.7. VERANDAS:.........................................................................................24
4.1.8. MATERIAL:..........................................................................................25
4.2. ANALYSIS:.....................................................................................................26
4.2.1 STUDENT RESPOND:..........................................................................26
4.2.2. ANALYSIS (STAFF):...........................................................................28
4.3. CONCLUSION:...............................................................................................29
5. BIBLIOGRAPHY:..............................................................................................30

6
1.INTRODUCTION
This dissertation examines how critical regionalism in rural schools can
enhance place attachment, the bond people form with specific locations.
Through case studies, the research explores how contextually responsive
design contributes to a deeper sense of belonging and identity,
demonstrating the potential of rural school architecture to enrich the lives of
its users while preserving cultural heritage.

1.1 AIM:

The aim of this dissertation is to explore how the principles of Critical

Regionalism in rural school architecture influence place attachment, focusing
on the emotional, cultural, and social connections that students, staff, and the
local community form with the school environment.

1.2 OBJECTIVES:

The primary object of this research which involve evaluating:

 Spatial arrangements,
 Material use
 The reflection of local culture and environment in school architecture.

1.3 RESEARCH QUESTION:

How does the application of Critical Regionalism in rural school Architecture
impact on student and teacher place attachment to their school and improve
interaction atmosphere?

1.4 SCOPE:

The study will encompass an analysis of rural schools across different

geographic regions where Critical Regionalism has been applied. The scope
includes architectural elements such as local materials, climatic
responsiveness, cultural representation, and spatial layout. It will assess the
impact of these elements on place attachment, primarily focusing on students
but also considering staff and community perspectives. In addition,
conventional schools are investigated to gain a comparative comprehension
of the design differences and their influence on student well-being and place
attachment.

1.5 LIMITATIONS:

Place attachment is a deeply personal and emotional concept, making it

difficult to quantify. Responses from students, staff, and community members
may vary significantly based on individual experiences, personal
backgrounds, and perceptions of space, which can introduce bias into the

7
results. Responds will be lower than expected because I visit on work days,
so we might not be able to interact easily.

1.6 METHODOLOGY:

A mixed-methods approach will be employed to gather data for this research.

This approach combines quantitative and qualitative methods to provide a
comprehensive understanding of the research topic.

Quantitative methods will include:

 Surveys: A structured questionnaire will be administered to a sample

of students to collect data on their expectations, satisfaction levels,
and perceived unmet needs.
 Statistical analysis: Descriptive and inferential statistical techniques
will be used to analyze the quantitative data and identify patterns and
trends.

Qualitative methods will include:

 In-depth interviews: Semi-structured interviews will be conducted

with a smaller sample of students to gather detailed insights into their
experiences and perspectives.
 Focus groups: Group discussions will be held with students to
explore their collective views and identify common themes.
The data collected through these methods will be analyzed using
thematic analysis and other appropriate qualitative techniques. The
findings from both the quantitative and qualitative data will be
integrated to provide a comprehensive understanding of the unmet
student expectations within university libraries.

8
1.6.1 METHODOLOGY:

9
2.LITERATURE STUDY

2.1. INTRODUCTION:

Critical regionalism is an architectural concept that seeks to balance

local needs and capabilities with the progressive lessons of
modernization. Critical regionalism has been an influential
architectural approach in postcolonial Indian architecture. Even before
the term was coined in the 1980s, architects in India had
subconsciously begun pursuing the ideas of critical regionalism in
designing their buildings. The degree of influence of critical
regionalism on postcolonial Indian architecture has varied over the
course of time as a result of economic, political and social changes.
This paper identifies key architectural projects in India since 1947 that
adhere to the ideas and principles of critical regionalism. The identified
regionalist projects have been categorized according to their building
programmers and significant examples in each building type are
discussed chronologically while bringing forth their qualities that make
them regionalist in first place. By focusing on regionalist projects of
significance in each building type, the paper highlights that critical
regionalism is capable of producing potent architecture to cater to any
building programmer.

2.2. WHAT IS CRITICAL REGIONALISM:

 Critical regionalism can be defined as an architectural approach

that strives to counter the homogeneity inherent in modernist
architecture.
 By using contextual forces, critical regionalism imparts a sense of
place and meaning to architecture.
 Critical regionalist designs are sensitive to the local climate as well
as the technological constraints of the local building industry.
 The practitioners of critical regionalism seek to integrate global
architectural and technological developments with regional
sensibilities derived from spatial, cultural and historical contexts.

2.3. CERTERIA OF CRITICAL REGIONALISM:

 Context-specific Architecture
 Historical Knowledge
 Climate Responsiveness
 Materiality
10
  Ecology and Landscape
 Social and Cultural Appropriateness
 Technology.

2.4. PLACE ATTACHMENT:

 The sense of place attachment is defined as the emotional connection

between the individual and the place.
 An emotional and positive relationship between a person and a
particular place that leads to motivation and staying in that place.

2.5. FACTORS AFFECTING PLACE ATTACHMENT:

 Cognitive-perceptual factors
 Spatial and physical distinction
 Environmental legibility
 Social factors
 Environmental-physical factors.

2.6. METHODOLOGY:

 First, they prepare a questionnaire in the form of an online survey that

was created.
 The statistical population of this study is elementary schools in
Shahriyar city, which consists of 10 schools. In order to eliminate the
gender factor and its effect on the sense of place attachment, all of
these schools were selected from boys’ schools.
 Therefore, students of the second elementary school were selected so
that more information could be extracted from the questionnaires.
 The number of students in the statistical society, the population size
was 278. The questionnaire was distributed among these students.
The validity and reliability of the questionnaire used in the present
study were evaluated using the views of architectural professors as
well as primary school teachers in order to achieve the best results.
 Cronbach’s alpha test was used in SPSS software.

 These are the following questioners asked in test:

1. Does the personalization of the environment and having a
permanent closet for students throughout the year increase their
sense of attachment to the school?

11
 2. Does transparency in the design of school buildings and the
interconnection between closed and open spaces increase the
perception of space and the sense of attachment to the school?
3. Does creating spatial distinction and providing spaces for small
and individual groups in the school affect student interest in
school?
4. Are public spaces more influential in increasing student
interactions and enhancing their sense of attachment to the
school?
5. Does the presence of green space and vegetation in the school
environment (courtyards, public spaces, and classes) increase
their sense of attachment to the school?
6. Does classroom environment inappropriateness (sufficient light
and comfort temperature) have a negative impact on students’
educational efficiency?

3.LITERATURE CASE STUDY:

3.1. CASE STUDY OF A RANE VIDYALAYA, TRICHY

3.1.1 CONCEPT:

Fig.3.1(Concept)

12
  Inspiration came in from the 6th century built Thiruvellarai temple's
walls and the layered cross sections of 50-year-old houses in the
region.
 Construction methodology, that was followed consistently in these
walls, was layering starting from huge random rubble and stone at
bottom, to finer solid brick work, mud and slate on top.

3.1.2 GARDENS:

Fig.3.2(Ground Floor Plan)

The garden space between classrooms exemplifies critical regionalism by

integrating the natural environment into the architectural design, reflecting
local ecological and cultural contexts, and reinforcing the school's connection
to its regional identity.

3.1.3 PLANNING:

Fig.3.3(Curved Wall) Fig.3.4(Courtyard)

 Critical regionalism that reflecting a design approach that is sensitive

to the local context and community needs, fostering a more
harmonious and culturally attuned architectural environment."
 Making the sharp edges to curve edges to ensure safety for learner as
shown in Fig.3.3

13
  The courtyard space in the school design embodies critical
regionalism by creating a communal area that reflects traditional local
gathering spaces, fostering a sense of community and connection to
the regional culture and environment.
 The courtyard becomes a communal hub, where students can connect
with one another, fostering a sense of belonging and attachment to
their school, which enhances both emotional comfort and academic
engagement as shown Fig.3.4

Fig.3.4(Section)
3.1.4 VENTILATION:

Fig.3.5(Lintel Opening)

 Major openings along the predominant in SE & NW wind direction and

minor wind tunnels in east-west direction between classrooms are
created to have a comfortable micro-climate.

 All walls are stopped at lintel height and have open-able windows
above, to allow hot air to dissipate and increase cross ventilation as
shown in Fig.3.5

3.1.5 MATERIAL:

ACKNOWLEDGEMENT........................................................................................2

14
ABSTRACT..............................................................................................................3
1.INTRODUCTION..................................................................................................5
1.1 AIM:....................................................................................................................5
1.2 OBJECTIVES:....................................................................................................6
1.3 RESEARCH QUESTION:..................................................................................6
1.4 SCOPE:...............................................................................................................6
1.5 LIMITATIONS:..................................................................................................6
1.6 METHODOLOGY:.............................................................................................6
1.6.1 METHODOLOGY:..........................................................................................7
2.LITERATURE STUDY.........................................................................................8
2.1. INTRODUCTION:.............................................................................................9
2.2. WHAT IS CRITICAL REGIONALISM:..........................................................9
2.3. CERTERIA OF CRITICAL REGIONALISM:.................................................9
2.4. PLACE ATTACHMENT:................................................................................10
2.6. METHODOLOGY:..........................................................................................10
3.LITERATURE CASE STUDY:...........................................................................11
3.1. CASE STUDY OF A RANE VIDYALAYA, TRICHY.................................11
3.1.1 CONCEPT:.............................................................................................11
3.1.2 GARDENS:.............................................................................................12
3.1.3 PLANNING:...........................................................................................12
3.1.4 VENTILATION:.....................................................................................13
3.1.5 MATERIAL:...........................................................................................13
3.2. CASE STUDY OF THE YELLOW TRAIN SCHOOL, COIMBATORE BY
CHITRA VISHWANATH:.....................................................................................14
3.2.1 PLANNING:...........................................................................................14
3.2.2 VEGETABLE GARDENING:......................................................................15
3.2.2 RAMP:....................................................................................................15
..........................................................................................................................15
3.3. CASE STUDY OF DR. DHAVAL RAJNIKANT MEHTA PRIMARY
SCHOOL:................................................................................................................16
3.3.1 PLANNING:...........................................................................................16
3.3.2 VENTILATION:.....................................................................................16
3.4. CASE STUDY OF EKYA SCHOOL:.............................................................18
3.4.1 PLANNING:...........................................................................................18
3.4.2 CIRCULATION:....................................................................................18
3.4.3 VENTILATION:.....................................................................................19

15
 3.5. INFERENCE:...........................................................................................20
4. PRIMARY CASE STUDY:................................................................................21
4.1.1 HISTORY:..............................................................................................21
4.1.2 DESIGN CERTERIA:............................................................................21
4.1.3. ZONING:...............................................................................................22
4.1.3. CIRCULTION:......................................................................................22
4.1.4. COURTYARDS:...................................................................................23
4.1.5. EXTRA ACTIVITIES:..........................................................................24
4.1.6. COLOURS:............................................................................................24
4.1.7. VERANDAS:.........................................................................................25
4.1.8. MATERIAL:..........................................................................................26
4.2. ANALYSIS:.....................................................................................................27
4.2.1 STUDENT RESPOND:..........................................................................27
4.2.2. ANALYSIS (STAFF):...........................................................................29
4.3. CONCLUSION:...............................................................................................30
5. BIBLIOGRAPHY:..............................................................................................31

Fig.3.6(Material)

16
3.2. CASE STUDY OF THE YELLOW TRAIN SCHOOL,
COIMBATORE BY CHITRA VISHWANATH:
3.2.1 PLANNING:

Fig.3.7(
Ground Floor Plan)

 The areas designated for group activities are designed with walls
equipped to display children's artwork, reinforcing critical regionalism
by celebrating local culture and creativity, and fostering a communal
environment that reflects.
 Strengthening place attachment by creating a sense of belonging and
personal connection to the space through the celebration of local
creativity and community involvement.
 Extended slab act and gives a thinna area in the residence traditional
construction method.

3.2.2 VEGETABLE GARDENING:

Fig.3.8(Terrace Floor Plan)

 The vegetable garden in roof makes student t understand the value of

the agriculture/ farming.
17
  Cultivating a school garden empowers students to understand and
appreciate the local ecosystem, deepening their connection to the
place they call home.

3.2.2 RAMP:

Fig.3.9(Ramp)

 These perforated screens, with their delicate designs and intricate

craftsmanship, not only provide shade and ventilation but also
embody the cultural and historical identity of specific regions.
 The exterior wall of the ramp has interesting jaali patterns that
bring in sunlight and ventilation in a playful manner.
3.2.2 MATERIAL:

Fig.3.10(Material)

18
3.3. CASE STUDY OF DR. DHAVAL RAJNIKANT MEHTA
PRIMARY SCHOOL:

3.3.1 PLANNING:

Fig.3.11(Ground Floor Plan)

 The school's linear layout did not create any areas for creativity or
productivity that would have helped students.

3.3.2 VENTILATION:

Fig.3.12(School View)

 Insufficient fresh air circulation may lead to increased stress and

irritability, negatively impacting their well-being and overall learning
experience.

19
 Fig.3.13(First Floor Plan)

 Common spaces designed to reflect local culture and history can

strengthen the connection between the school community and its
regional identity.
 These spaces, such as courtyards, libraries, or cafeterias, serve as
gathering places where students can interact, collaborate, and build
relationships increase the interaction.

Fig.3.14(Corridor) Fig.3.15(Classroom)

20
3.4. CASE STUDY OF EKYA SCHOOL:

3.4.1 PLANNING:

Fig.3.16(Site Plan)

 By neglecting critical regionalism, schools risk creating environments

that are not only aesthetically unappealing but also fail to inspire
students and connect them to their community."

3.4.2 CIRCULATION:

Fig.3.17(Corridor)

 A school design without proper circulation can negatively impact

critical regionalism by creating a confusing and disorienting
environment that fails to reflect the unique character of the region.
 Prioritizing visual balance, schools can create more aesthetically
pleasing and welcoming spaces that foster a sense of place.
21
3.4.3 VENTILATION:

Fig.3.18(Section)

 Wind tunnels are located after every two classrooms, which open
into the corridor areas keeping the entire school campus including
all the classrooms well-ventilated and naturally lit, thus reducing
energy consumption.
 Poor air quality, increased humidity, and a lack of natural light can
contribute to a sense of isolation and disconnection from the
surrounding environment.

Fig.3.19(Section)

 Prioritizing visual balance, schools can create more aesthetically

pleasing and welcoming spaces that foster a sense of place.
 When students feel overwhelmed or disoriented, it is difficult for them
to fully engage with their studies

22
3.5. INFERENCE:

Fig.3.20(Inference)

 These schools demonstrate how critical regionalism not only

shapes sustainable, climate-conscious educational environments
but also nurtures a deep emotional and cultural connection
between students and their surroundings.

4. PRIMARY CASE STUDY:

4.1. SANKALP SCHOOL, PONNAMALLE:

23
4.1.1 HISTORY:
 They are involved in the redesign of the Sankalp School Chennai.
It is located in Thiruvalluvar Street, Kollapancheri, Chennai.
 Previously, this building was used as the Ebenezer home for
children and the elderly.
 The total built-up area of the existing current building was around
17,500 sq ft.

4.1.2 DESIGN CERTERIA:

Fig.4.1(Design Certeria)

 The architect thought of customizing a school according to the

needs of these children and not the teachers – a school which the
kids will feel as normal.
 This was the big challenge, and the design evolved after a series
of discussions and interactions with the teachers.
 Therefore, they also need these releasing valves where they can
calm themselves.
 The school aims at providing different bits of intelligence according
to the theory of multiple intelligence.

4.1.3. ZONING:

24
 Fig.4.2(Zoning)

4.1.3. CIRCULTION:

Fig.4.3(Circulation)

 For easy wayfinding for students, the corridor's circulation has a

dead end, so that student can’t lost the way.
 As students pass through the corridor, the recurring views of the
courtyard foster a sense of familiarity and connection with the
school environment.

4.1.4. COURTYARDS:

25
 Fig.4.4(Courtyard)

 The garden space between classrooms exemplifies critical

regionalism by integrating the natural environment into the
architectural design, reflecting local ecological and cultural
contexts, and reinforcing the school's connection to its regional
identity.
 Can enhance students' place attachment by providing an open,
culturally resonant environment that encourages social interaction,
community engagement, and a deeper connection to the local
identity.
 The landscape elements within a school environment can greatly
enhance the overall mood of students by providing a calming and
refreshing atmosphere.
 The courtyard space in a school can significantly enhance place
attachment among students by offering a dynamic environment for
social interactions, relaxation, and creative activities, thereby
creating memorable experiences.

26
4.1.5. EXTRA ACTIVITIES:

Fig.4.5(Extra Activities)
 Cultivating a school garden empowers students to understand and
appreciate the local ecosystem, deepening their connection to the
place they call home.
 Extracurricular activities, such as soap modeling and weaving, in
schools enhance student empowerment.

4.1.6. COLOURS:

Fig.4.6(Colour)

 Natural and calming colours and materials has been used.

 Disturbing and overly stimulating colours are to be avoided.

27
4.1.7. VERANDAS:

Fig.4.7(Verandas)

 There are lots of studies which show that verandas and transition
spaces are very important and they act as a buffer zone between
high stimulus activities like general classroom, one-to-one
interaction spaces, speech therapy etc. and the low stimulus
activities like – music, art, craft, psychometric treatments etc.
 As students pass through the corridor, the recurring views of the
courtyard foster a sense of familiarity and connection with the
school environment.

Fig.4.8(Roofing)

28
4.1.8. MATERIAL:

Fig.4.9(Material)

 TERRACOTA ROOF- Which helps regulate indoor temperatures,

keeping classrooms cooler in hot climates and warmer in colder
conditions. It is also highly durable, weather-resistant, and low-
maintenance, making it a long-lasting option.
 STEEL BAR- Steel is a recyclable material, which contributes to
sustainable construction practices in schools. Steel-reinforced
structures enhance safety by providing better resistance to fire and
extreme weather conditions, crucial for school environments.
 BLACK GRANITE- It is easy to clean and maintain, resisting stains,
scratches, and moisture, which is especially beneficial in school
environments that require frequent cleaning.
 PETRA PERLA - Being a natural material, it aligns with sustainable
building practices, which can promote environmental responsibility in
school architecture.

4.2. ANALYSIS:

4.2.1 STUDENT RESPOND:

Q1. Which standard are you in?

29
 Fig.4.10(Student Standard)

Q2. What about the air in the classroom? Does it help you to focus?

Fig.4.11(Ventilation)
Q3. How do you use the garden spaces at school?

Fig.4.12(Courtyard)
Q4. Do you feel that the colors and design of your classroom have any
impact on you?

30
 Fig.4.13(Colour Impact)

Q5. Do these outdoor spaces help you interact more with other
students?

Fig.4.14(Student Interaction)

4.2.2. ANALYSIS (STAFF):

Q1. How would you rate the ventilation system in the school?

31
 Fig.4.15(Ventilation)
Q2. How attached do you think students are to this school?

Fig.4.16(Student Attachment)

Q3. Do the materials used in classrooms contribute to student comfort

(e.g., temperature, noise)?

Fig.4.17(Material)

4.3. CONCLUSION:

Key findings indicate that schools designed with regional materials,

climate-sensitive features, and local architectural forms promote a
sense of belonging and pride in students and staff. This emotional
connection to the physical space encourages positive social
32
 interactions, improves well-being, and nurtures a deeper commitment
to the school as an extension of the community.

Moreover, by integrating the natural landscape and local vernacular,

these schools become more than educational facilities; they embody
the cultural and environmental identity of the region. The architecture,
in turn, helps reinforce local traditions, encouraging students to remain
connected to their roots, which is crucial in rural areas that often
experience depopulation.

Thus, Critical Regionalism in rural schools fosters a holistic

development of place attachment, where individuals feel shared
ownership and pride in their environment, ultimately supporting both
educational and community outcomes.

5. BIBLIOGRAPHY:
1. Adewale, B., Jegede, F., Okubote, F., & Olagbadegun, M. (2021).
Impact of classroom environments’ on the academic performance
of architecture students in Covenant University. IOP Conference
Series Earth and Environmental Science, 665(1), 012017.
https://doi.org/10.1088/1755-1315/665/1/012017
2. Zeini, I. E. (2017). The Cities’ Identities between Critical
Regionalism and Globalization. ARCHive-SR, 1(1), 9.
https://doi.org/10.21625/archive.v1i1.125
3. Soheili, F., Karimi, R., Avazpour, B., & Sepasgozar, S. M. (2020).
The effect of place attachment on educational efficiency in

33
 elementary schools. In IntechOpen eBooks.
https://doi.org/10.5772/intechopen.90213
4. Gallery of Rane Vidyalaya School / Shanmugam Associates - 10
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