고등학교 공용공간의 의미 변화에 따른 살루토제닉 기반 공간 해석 연구

초록

(Background and Purpose) Contemporary education has shifted from knowledge-centered instruction toward learner-centered education that emphasizes student agency, learning experiences, and well-being. Accordingly, educational environments are being reorganized to support diverse learning activities. In particular, the implementation of the High School Credit System in Korea has increased student mobility and self-directed learning, requiring a transformation in the role of common spaces beyond traditional classrooms. Consequently, school common spaces are no longer regarded as circulation or waiting areas but are expected to support learning, social interaction, rest, and restorative environments. Against this background, this study aims to interpret the changing meaning of high school common spaces from the perspective of Salutogenesis and to analyze their spatial characteristics and spatial implementation characteristics. (Method) This study employed a literature review and comparative case analysis. The changing roles of school common spaces were examined through curriculum reforms and school facility policies, and their meanings were categorized into supportive, learning, interactive, autonomous, and restorative functions. Based on Antonovsky's Sense of Coherence(SOC), an integrated analytical framework consisting of Comprehensibility(CO), Manageability(MA), and Meaningfulness(ME) was developed. Four domestic and international high schools with different spatial configurations were selected to compare the spatial implementation characteristics of learner-centered common spaces. The qualitative analysis focused on spatial organization, circulation systems, visual connectivity, spatial choice and utilization, restorative environments, social interaction, and placeness. (Results) The findings revealed that all four cases planned common spaces as multifunctional educational environments supporting learning, communication, rest, and self-directed activities rather than merely functioning as circulation and waiting spaces. In the dimension of Comprehensibility, spatial organization, circulation systems, and visual connectivity enhanced spatial legibility and activity visibility. In the dimension of Manageability, flexible learning spaces, movable furniture, natural daylight, and stay areas supported spatial choice, utilization, and restorative environments. In the dimension of Meaningfulness, lounges, social stairs, makerspaces, exhibition areas, and creative spaces facilitated social interaction and reinforced placeness. Although implementation methods differed according to each school's educational characteristics and spatial configuration, all cases transformed common spaces into integrated educational environments supporting learning and diverse student activities. (Conclusions) High school common spaces can be interpreted as salutogenic educational environments extending beyond circulation spaces by supporting learning, social interaction, and restorative environments. Furthermore, the proposed CO–MA–ME analytical framework provides a systematic approach for analyzing and interpreting school common spaces from the perspectives of comprehensibility, manageability, and meaningfulness. The findings provide reference data for planning and renovating high school common spaces by considering spatial legibility, flexibility, restorative environments, and placeness.

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