The typology of school mapping synergies: a diagrammatic morphological evaluation of middle schools in Iran

Abstract

PurposeThis study introduces diagrammatic morphology as a novel method for analysing the synergistic interactions within school mapping. It seeks to reshape the evaluation of school mapping typologies, focusing on the interconnectedness of learning activities, social interactions, and spatial configurations. Aims: (1) To develop the morphological evaluation procedures for school mapping. (2) To evaluate the Iranian Middle Schools' Interior Architecture (IMSIA) using the diagrammatic morphological method.Design/methodology/approachThis qualitative study has been conducted in two steps: A review of the morphological method for school mapping evaluation. A case study analysis of fifty-five IMSIA samples.FindingsThe spatial typology of IMSIA were categorized into four distinct models. These models included ten distinct pattern categories within twenty-one different types. The case study evaluation identified three levels of synergistic complexity within the school mapping: primary, intermediate, and advanced. The advanced level displayed the strongest connection to pedagogies among the analysed models.Originality/valueThis research innovatively evaluates the synergistic context of schools based on the assemblage theory through an occupational analysis of the Iranian middle schools' interior architecture mapping diagrammatic morphological method.