My Ideal University: Physical and Non-Physical Components of the Environment in Student Presentations

The article addresses the issue of identifying the needs of modern students in relation to the university educational environment. The study involved 48 architecture students aged 18 to 27 years (M=19.81; Mo=19; SD=1.82), including 83.33% girls (n=40) and 16.67% boys (n=8). The aim was to identify the most significant categories of the university educational environment. The research, which utilized a projective method – an essay titled "My Ideal University" – and content analysis of the responses, revealed that students consider non-physical categories to be the most important for effective and comfortable study. These categories include the organization of the educational process, the quality of the teaching staff, the curriculum, and opportunities for personal development. To confirm these results, a chi-square test was conducted, showing that non-physical categories of the educational environment were significantly more important than physical ones (χ2=14.812, df=1, p=0.001). The most prominent physical environment categories mentioned by students included the equipment of offices and classrooms, the aesthetic qualities of the space, well-organized university grounds, coworking spaces, and rest areas in the interior. The data obtained can provide practical recommendations for designing new campuses or renovating and reconstructing existing universities. Precisely determining the optimal conditions for an effective and comfortable educational process will help avoid excessive financial investments in improving the physical environment.

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