W5: The School that Runs on Kindness and Solar Power

When Siti first started working as an architect, her goal was to create structures that improved people's lives in addition to being aesthetically pleasing. She became more and more conscious of the problems that modern education faces, such as classrooms full of kids who don't always feel involved, schools squandering time and money, and a growing gap between youth and their surroundings.

Siti formerly went to a historic school in a crowded city. The building's windows were closed to conserve energy, and the air inside was dreary and grey. She observed that few of the students were genuinely involved, while others were withdrawn and restless. There wasn't much area for creativity or interaction, and the classrooms were chilly. Siti was particularly struck by the idea that the school was made for convenience rather than the kids.

Siti understood that schools needed to adapt. She aimed to create an environment where each child felt inspired, accepted, and safe. a school that emphasised morals like compassion, empathy, and environmental stewardship in addition to academic knowledge.

She envisioned a structure that was fully powered by sustainable energy, with rainwater systems supporting gardens where kids could produce food, solar panels absorbing sunlight, and wind turbines softly whirling to capture the breeze. The goal was to create a living classroom where kids could get a personal look at sustainability, not merely to save money or lessen carbon footprints.

The concept was not only conceptual. Siti researched educational institutions such as Bali's Green School, which uses only renewable energy sources and uses practical experiences to teach kids about sustainability. She examined programs like community gardens in urban schools across the globe, where kids learn how to take care of their neighbourhoods in addition to how food is grown. She learnt from these instances that schools might be more than just structures; they could serve as role models for a better future.

Siti was more concerned with the school's design reflecting diversity and inclusivity than she was with its technology. She designed adaptable, open areas where students may congregate, work together, or find peaceful spots to reflect. Stories and artwork honouring various cultures and experiences would adorn the walls. Every student would find a place where they belonged, regardless of their background or skill level.

Siti was aware that this vision was difficult. Officials concerned about expenses and doubters who questioned if a school could actually be a community questioned her. However, she kept thinking about the faces of the youngsters she had witnessed and their desire for purpose, connection, and optimism.

Siti frequently visited the school after it was eventually constructed. She saw children working together on projects that benefited their neighbours, tending gardens, sharing meals, laughing, and learning in bright classrooms. She witnessed entire classes transform into compassionate communities and shy students find their voices.

Her design demonstrated the need for modern schools to change. Conventional schools frequently undervalue the influence of values and surroundings on students' development. By integrating sustainability, inclusion, and renewable energy into the curriculum and design of schools, we educate students for life in a changing world as well as for exams. Siti thought that all schools could take this route: lessening their influence on the environment, encouraging empathy, and establishing areas where each kid felt like they belonged.

For Siti, creating this school was about more than just architecture; it was about influencing a future in which learning might empower and heal. She thought that architects could contribute to the creation of a better world—one school at a time—by designing environments that are based on compassion, sustainability, and inclusivity. She decided to build the school in this manner because she believes that all children should have a space where they may develop both intellectually and emotionally.