Trasformare gli spazi fisici (educativi e scolastici) in spazi per l’apprendimento

Italy’s school building stock largely reflects spatial models developed for past pedagogical, demographic, and regulatory conditions, resulting in a growing mismatch between educational practices and the spaces that host them. This paper addresses the regeneration of existing school infrastructure as a strategic opportunity to strengthen the relationship between schools and their territorial contexts. Rather than focusing on new construction, it argues for the transformation of an extensive and underused built heritage through an integrated approach that considers pedagogy, governance, demographic change, and spatial form. By interpreting schools as territorial infrastructures embedded within broader networks of services, communities, and mobility, the paper outlines criteria for rethinking school buildings as civic resources rather than isolated facilities. The article emphasizes the need to align architectural design, educational visions, and multilevel decision-making processes, proposing regeneration as a means to enhance learning environments while reinforcing the social and spatial role of schools within local systems.