Browsing by Author "ODEBOWALE, Efunbolajoko Adedoja"

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    INVESTIGATION OF NEURO-ARCHITECTURE STRATEGIES FOR CHILDHOOD LEARNING IN THE DESIGN OF DORETI MODEL SCHOOL FOR OGERE, OGUN STATE, NIGERIA.
    (Covenant University Ota, 2025-07) ODEBOWALE, Efunbolajoko Adedoja; Covenant University Dissertation
    The early years of a child’s life are critical for cognitive, emotional, and social development. However, many educational facilities in Nigeria, particularly in developing areas such as Ogere, do not adopt the neuroscientific principles necessary for improving learning settings. This study investigates neuro-architecture, the interface of neuroscience and architecture, and its potential to improve early and middle childhood education settings. Motivated by the desire to develop neuro-friendly learning environments, the study aims to incorporate neuro-architectural principles into the design of a magnet school in Ogere, Ogun State. The design looks at the current employment of such strategies in Nigerian schools and how their absence could hinder developmental growth. Using a qualitative approach comprising literature review, field surveys, and case studies, the research identifies critical gaps in current school design. The findings show that existing learning settings lack essential elements such as sensory richness, psychological safety, biophilic qualities, and spatial flexibility. Poor acoustic quality and limited access to natural light and air were associated to increased student stress and lower learning results. In response, the study suggests a comprehensive design for a magnet school that incorporates neuro-architectural components specific to the local context. Key features include adaptable learning spaces, biophilic design, passive cooling systems, sensory-sensitive materials, and inclusive areas for neuro-diverse learners. These strategies aim to enhance academic performance while also promoting emotional resilience and social connection among students. The proposed strategy offers assistance to policymakers and planners looking to reduce developmental inequities through environmentally responsive educational infrastructure. This study establishes a model for increasing educational quality and inclusivity throughout Sub-Saharan Africa by pushing for the use of neuroscience and architecture in school design.