فهرست نشریات علمی دسترسی آزاد ایران

The contemporary educational system faces a significant challenge regarding the erosion of cultural identity and a disconnect from indigenous architectural heritage in the design of educational spaces. This crisis, particularly evident in schools which are the main hubs of social and cultural interaction for the youth, underscores the urgent need to revise design approaches and move towards socio-culturally sustainable architecture.The primary objective of this research is to identify and analyze the identity-forming architectural elements and socio-cultural sustainability principles within the historical Safavid-era schools of Isfahan, and to propose practical strategies to inspire the design of contemporary schools aimed at preserving and enhancing their cultural identity. This study was conducted using a qualitative approach and a comparative analysis method. Data were collected through library studies, examination of historical and architectural documents, and field observations of nine selected Safavid-era schools. Their architectural elements, physical structures, and socio-cultural characteristics were analyzed in relation to socio-cultural sustainability indicators. The findings shows that Safavid-era schools in Isfahan, through the intelligent use of elements such as the central courtyard as a hub for interactions and a reflector of cultural values, iwans as transitional and identity-rich spaces, hujras emphasizing privacy and concentration, as well as artistic decorations and the use of indigenous materials, successfully embodied a set of key socio-cultural sustainability principles. These principles are identifiable across three interconnected layers physical, social, and cultural. The results reveled that historical Safavid-era schools offer a successful and reliable model for achieving socio-cultural sustainability in educational spaces. Based on the findings, strategies such as designing multi-purpose and dynamic green courtyards, creating interactive iwans, integrating indigenous and contemporary arts in decorations, designing flexible and culturally responsive learning spaces, and utilizing sustainable local materials are proposed for modern schools. This approach can significantly contribute to the preservation and promotion of cultural identity in contemporary schools. Future research could explore the application of these principles in other urban contexts or evaluate the performance of schools designed based on these strategies.