Abstract
This paper explores spatial differences in campus design and their impact on teacher-student social behaviour, using Space Syntax theory as a framework. School buildings in China are characterized by a strong programme that emphasizes collectivism, order, and functionality, featuring symmetrical layouts and clear boundaries. In contrast, British school buildings prioritize individuality and innovation, with flexible layouts and dispersed functional spaces that encourage outdoor activities and social interaction, fostering independence and creativity. These differences reflect the cultural values and educational philosophies of China and the UK, significantly influencing social behaviour. This paper examines the distinct architectural styles and internal organisation of school buildings in China and the UK through a case study of Shanxi Yuci No.2 Middle School and UCL Academy. By studying these two school cases, this research explores how different educational environments shape teaching methods and student behaviour, providing insights for school design and educational practice.
Published Version
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