An analytical approach towards sustainability-centered guidelines for Dutch primary school building design

Ron de Vrieze, Henri C. Moll

    Research output: Contribution to journalArticleAcademicpeer-review

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    Societal one-way directed approaches of sustainable primary school building design cause persistent physical building problems. It affects the performances of the societal challenge of designing real sustainable school buildings, as well as the educational and social processes, and its end-user performances.
    Conventional building construction approaches build traditionally their designs on a syntheses of dialogues and consensus during decision-making processes, due to a variety of different interests. Principals define their ambitions and requirements into a team of mainly technical domain related disciplines. There are no design methods available that connect human systems and ecosystems
    integrated and balance the dynamic multi-level scaled mechanisms of human needs and sustainability development factors. The presented analytic framework recognizes similarity patterns between these multi-level scaled social systems, ecosystems and sustainable development entities, qualitatively as well as quantitatively. It delivers a new polarity based dynamic system that contributes to the client briefs and physical building morphological factors from a more sustainable development base. This theoretical approach establishes Sustainability-Centered Guidelines for primary schools (SCGs) design and building.
    Original languageEnglish
    Pages (from-to)93-124
    Number of pages32
    JournalInternational Journal of Sustainable Building Technology and Urban Development
    Issue number2
    Publication statusPublished - 1 Jan 2017


    • architectural design process
    • sustainable design
    • sustainability
    • school buildings
    • indoor environment


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