| Title |
Analysis of Life-Oriented School Complex Facilities for Local Community |
| Authors |
김유진(Kim, Yu-Jin) ; 황연숙(Hwang, Yeon-Sook) |
| DOI |
https://doi.org/10.14774/JKIID.2025.34.4.064 |
| Keywords |
School Complex Facility; School Facility Complexation; Life-Oriented Infrastructure; Local Community |
| Abstract |
Recently, the Ministry of Education established an activation plan for school complex facilities that also considers use by local residents. School complex facilities are public facilities that integrate various types of public life infrastructure, and thus must be designed with consideration for connections between school facilities and the local community. In this context, the study analyzes six cases of school complex facilities located in the metropolitan area that opened after 2020, based on elements of life-oriented school complex facilities for local community. The analysis results are as follows: First, this study identified three key elements through a review of previous research: physical elements, which address user accessibility and convenience within the physical environment; social elements, which enhance social interaction and community cohesion by reflecting local characteristics in program design; and integrative elements, which promote comprehensive utilization by linking school facilities with community infrastructure. Second, for physical elements, while school complex facilities are generally accessible and convenient for local residents, they lack auxiliary facilities and guidance systems that accommodate diverse access methods. It is necessary to provide auxiliary facilities considering various transportation conditions, along with directional signs indicating main entrances and location maps based on spatial layouts. Third, for social elements, integrating local identity with specialized programs is expected to promote a community distinctive to school complex facilities. Fourth, for integrative elements, beyond simple physical connections, these complexes should function as hubs integrating public services and community activities. Also, programs linked to school level-specific spaces can support not only student education but also broader community engagement. |