학교 공간의 공공성 확보를 위한 복합화 전략 연구: 국내외 실증사례 비교를 중심으로

Abstract

As the demand for schools to function as community-integrated public spaces increases, spatial restructuring projects in education are rapidly evolving toward multi-functional convergence. In South Korea, national policies such as the Green Smart School initiative underscore the necessity of transforming traditional school facilities into inclusive platforms that serve both educational and communal roles. However, existing research tends to focus on internal spatial innovations for students, leaving the broader publicness of school spaces under-theorized and under-practiced. This study aims to explore spatial integration strategies that enhance the publicness of school facilities through the concept of community-based hybridization. By conducting a comparative case analysis of three domestic schools such as Dongsan Elementary School, Sejong D Elementary School, and the Busan school library integration model and two international examples such as Sweden’s Vittra School and Finland’s Forest Schools, this research identifies core patterns, benefits, and limitations of spatial hybridization. Findings indicate that while hybrid school spaces improve accessibility, identity, and civic engagement, their success depends heavily on design clarity, stakeholder governance, and conflict management. The study proposes a framework of four integration conditions: spatial-functional appropriateness, pedagogical alignment, boundary and time regulation, and socio-cultural adaptability. This research contributes to the discourse on educational publicness by providing practical insights into how school facilities can be reimagined as socio-cultural infrastructure. The results are expected to inform future spatial policy designs, interdisciplinary education programs, and collaborative governance models between schools and communities.