Premsirin Sangngeonon
Woodbury University - School of Architecture
Professor: Aaron Gensler and Parral Jose
“From Textbooks to Reality” is a thesis project that reimagines educational environments as immersive, mini-city simulations tailored for children. Circulation mimics city streets and freeways, teaching students real-world skills such as traffic safety and navigation while engaging their senses with sounds and smells from thematic zones like a zoo or a home economics kitchen. The project features thematic buildings such as a sports center, a farm-restaurant, a zoo, and a market, all designed to integrate hands-on learning with practical applications. By incorporating sustainability and adaptable learning zones, the project prepares students for academic success and real-world challenges. This transformative approach aims to engage children in active learning and foster critical life skills through immersive, sensory-rich environments.
From Textbooks to Reality: Reimagining Educational Environments
Traditional educational models often rely on static classroom settings and passive learning methods that struggle to fully engage students or cultivate critical skills for the future. In response, my thesis project, “From Textbooks to Reality,” proposes a transformative shift in educational design by creating dynamic, immersive environments that mimic mini-cities specifically tailored for children. These spaces go beyond the typical classroom, moving from abstract, theoretical learning to interactive, hands-on experiences that make learning more relevant, engaging, and effective.
The core concept of this project is to reimagine educational spaces not just as places for instruction but as entire ecosystems of learning, exploration, and creativity. One key aspect of this design is the circulation within the learning environment, which mimics the flow of a real city. On the ground floor, wide, interactive pathways function as streets, where students can learn real-world skills like interpreting traffic signs and riding bicycles in a safe, controlled setting. This design not only encourages physical activity but also teaches practical skills such as road safety and navigation, all while fostering independence and confidence.
Moving to the second level, the circulation transforms into elevated pathways reminiscent of a city’s freeway system. Here, students can traverse between zones while engaging with their environment in a multi-sensory experience. As they move through the space, they might hear the clucking of chickens from a simulated zoo or smell the aromas of food being prepared in a home economics lab. These sensory experiences are purposefully integrated to create a vibrant, bustling environment that immerses students in learning by simulating real-world experiences.
The immersive learning spaces in the project are designed to mimic real-world environments, each themed to a specific subject. The home economics area is modeled after a restaurant and farm, offering students practical experience in cooking, nutrition, and sustainable farming. Physical education takes place in a sports center designed to foster teamwork and physical health. A library-like space encourages reading and language study, while an art gallery stimulates creativity and teaches art curation. The social studies area resembles a market, providing insights into trade and economics. For science, a zoo-inspired space offers direct interaction with biological models and ecosystems. Music is taught in a concert hall setting, complete with performance areas, and math learning occurs in a simulated supermarket and bank, where students practice budgeting and financial literacy. The technology zone, equipped with gaming technologies, teaches computer science and strategy through competitive scenarios. Each of these environments enhances learning by making abstract concepts tangible and relevant to students.
By integrating these thematic spaces with simulated real-world environments, children can actively engage with the material in a way that traditional classrooms do not permit. The design of these educational spaces follows a modular and adaptable structure, reflecting the diverse functions of a city. Each zone is designed to cater to various learning styles, providing spaces for both active and reflective learning.
In addition to fostering academic skills, this model promotes the development of critical life skills such as problem-solving, collaboration, critical thinking, and adaptability. By simulating real-world environments, children are faced with complex scenarios that require them to work together and think creatively to overcome challenges. These environments are intentionally designed to require teamwork and social interaction, fostering emotional and social development alongside academic learning. This thesis challenges the conventional boundaries of elementary school design. By moving away from passive education and towards immersive, exploratory learning, this project aims to spark creativity, critical thinking, and active problem-solving. Through “From Textbooks to Reality,” I aim to inspire a new generation of thinkers, creators, and problem-solvers, equipping them with the skills and mindset necessary to thrive in the rapidly changing world.
