The Italian architectural heritage, in particular that linked to education, learning and research, is rather dated since in some cases schools and universities are set up into historical buildings that have been adapted and reused (mostly former convents and barracks) or new buildings specially created, that largely date back to the last century, according to typology distribution and construction technologies that are difficult suitable with the needs of digital and computerized teaching and with the dynamism of research activities. It follows that spaces for education and research often demonstrate poor func-tionality compared to current requirements and inadequacy with respect to the needs of both energy-environmental and economic-management sustainability. Fortunately, since 2019 a season of modernization of university structures has opened thanks to two MUR tenders which have made over 1,900 million euros available to universities for redevelopment, modernization and renewal projects of spaces to be allocated to institutional activities. This contribution aims to underline the role that universities can play as drivers of urban regeneration and building redevelopment thanks to the projects that these fundings (absent for too long) will guarantee in the coming years. New buildings for learning and research can be the starting point for a new sustainable future because they can support the establishment of a sustainable culture due to their impact on next generation. Referring to a specific case study (the urban regeneration of the Scientific Insti-tutes area of the University of Pavia) the paper highlights approaches and methods that can also be exported to other similar contexts (in terms of size, functions and organization) through a cognitive analysis, sustainability-oriented planning and programming followed by participatory and multidisciplinary planning, essen-tial to achieve the objectives of quality education (SDG 4) and sustainable cities and communities (SDG 11) as also required by the 2030 Agenda for sustainable development.
University buildings as an opportunity for urban regeneration: sustainable and innovative teaching and research spaces
Besana, D
;Greco, A
;Morandotti, M;Mericco, M;Pelini, F
2024-01-01
Abstract
The Italian architectural heritage, in particular that linked to education, learning and research, is rather dated since in some cases schools and universities are set up into historical buildings that have been adapted and reused (mostly former convents and barracks) or new buildings specially created, that largely date back to the last century, according to typology distribution and construction technologies that are difficult suitable with the needs of digital and computerized teaching and with the dynamism of research activities. It follows that spaces for education and research often demonstrate poor func-tionality compared to current requirements and inadequacy with respect to the needs of both energy-environmental and economic-management sustainability. Fortunately, since 2019 a season of modernization of university structures has opened thanks to two MUR tenders which have made over 1,900 million euros available to universities for redevelopment, modernization and renewal projects of spaces to be allocated to institutional activities. This contribution aims to underline the role that universities can play as drivers of urban regeneration and building redevelopment thanks to the projects that these fundings (absent for too long) will guarantee in the coming years. New buildings for learning and research can be the starting point for a new sustainable future because they can support the establishment of a sustainable culture due to their impact on next generation. Referring to a specific case study (the urban regeneration of the Scientific Insti-tutes area of the University of Pavia) the paper highlights approaches and methods that can also be exported to other similar contexts (in terms of size, functions and organization) through a cognitive analysis, sustainability-oriented planning and programming followed by participatory and multidisciplinary planning, essen-tial to achieve the objectives of quality education (SDG 4) and sustainable cities and communities (SDG 11) as also required by the 2030 Agenda for sustainable development.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
