An assessment of educational buildings in the context of uncertainty and flexible design in architecture: Flexible/modular design recommendations

This thesis addresses the problem of the concept of uncertainty in architecture, which is generally excluded from the phenomenon of flexible design and therefore remains unresolved, through the lens of educational structures. The study primarily focuses on the phenomenon of structural and spatial uncertainty in educational structures. It also analyses the operational processes of existing uses based on the past and future in the context of flexibility. The introductory section, which is the first part of the study, highlights the potential research opportunities presented by the limited studies on educational structures and flexibility, given the undisputed role of education in the development of society. The second section theoretically addresses the concept of uncertainty, its types, and its position in the context of architectural design. The third section examines the concept of flexibility in architectural flow in detail in terms of its definition, classification, and principles. The fourth chapter evaluates the concept of flexibility in educational structures within the framework of different definitions, approaches, and methods, based on theoretical literature reviews. In the fifth chapter, following the presentation of the theoretical background, findings are used to develop qualitative design strategies. The starting point for the strategies developed in this study is 'Just as a musical note creates a completely different feeling when placed in a different melody, the functions in a building can transform the meaning of the structure as the relationships they establish change, or just as the tones added to a colour change the entire perception of the composition, the relationships between functions in a building also have the power to transform the holistic meaning of the structure.' At this point, approaching flexibility within a functional programme framework and defining space through specific uses prevents 'unexpected' uses. Therefore, this study proposes to go beyond a strategy of flexibility limited to functional units and to rethink flexibility through flexible/modular uses that enable relationships between the aforementioned units. Developed by synthesising modular and mobile design principles in mass and interior space organisation with the virtual learning methods of the digital age, these strategies highlight the originality of the thesis work and present an approach that will serve as an example for future generations.