تبیین الگوی پایداری اجتماعی مکان، باهدف ارتقا کیفیت مکان در فضاهای آموزشی (نمونه موردی: دانشکده معماری دانشگاه هنر اسلامی تبریز)

در عصر کنونی، پایداری، به‌عنوان یکی از فرآیندهای علی و معلولی صنعتی شدن، مطرح‌شده است و ضرورت‌های مکان پایدار، ارزیابی ها پیرامون مکان را موردتوجه قرار داده و پایداری اجتماعی مکان به معنای توانمندی مکان برای غلبه بر چالش‌ها و مسائل و واکنش بهینه به تغییرات محیط در بستر افزایش توجهات جهانی قرارگرفته است. این مطالعه، باهدف تبیین الگوی شاخصه های پایداری اجتماعی مکان در فضاهای آموزش معماری، به جهت ارتباط بین کیفیت آموزش و تعامل انسانمحیط، در قالب تحقیقی توسعه ایکاربردی، با روش تحلیل عاملی، به‌صورت کتابخانه ای و میدانی، در دو فاز مطالعه کیفی و کمی صورت گرفته است. محدوده تحقیق به دانشکده معماری دانشگاه هنراسلامی تبریز تحدید شده و نمونه گیری با روش‌های ترکیبی بنیادی به دو صورت هدفمند و تصادفی بوده است. نتایج، نشان از تاثیر شش عامل، تناسبات عملکردی فضا، هویت مندی مکان و تعاملات اجتماعی، خوانایی و تناسبات زمینه ای، سرزندگی و زیبایی شناسی بصری، آسایش محیطی و تامین شرایط رفاهی بر پایداری اجتماعی مکان را دارد.

explanation of the place’s social‌ sustainability pattern with the aim of improving the quality of place in educational spaces

nowadays, with the emergence of instabilities and their numerous disadvantages hindering the path of development and progress, the paradigm of stability has to the picture and one of the concepts discussed in the paradigm of durability – stability – is the social durability, which directs attention toward the demands and qualitative reactions of individuals to the present space. the general interest in the subject of durability and stability which has turned into a strong trend in the contemporary architecture of the world demands a kind of critical reassessment to expurgate and augment the dialog of durability in architecture. in an architectural scale, durability discusses space; therefore, architectural space plays an important role in shaping human behaviors and actions, it plays the role of an institution and a socially acceptable resource. if space bears a meaningful quality, it will change into a specific kind of space which is intertwined with human norms and values and thus is called a place. the qualitative factors refer to social durability and effect spatial quality to be raised, as well as fitting within the limitations of the concept of “place”, are well known as factors of place durability; which means that the place can handle challenges and problems and adequately react to outside changes. higher education, as a scientific institution, is obliged to train the skilled workforce in order to attain coordination with the daily changes in our country. research shows a link between educational quality and humanenvironment connection. consequently, achieving social durability of place in educational space is imperative. this research is carried out with the goal of demonstrating the factors of social durability of place and presenting its pattern in architectural educational spaces in the form of developmental and applied research, using an elemental analysis procedure and considering the influential role of a server. data collection was carried out in two procedures: library and free and in qualitative and quantitative phases. the research was limited to the architecture department of the islamic art university of tabriz and sampling was performed in two fundamental combinational procedures: random and deliberate. the results of this research show that the social durability of the place is influenced by a variety of factors which overall, are there to supply the requirements of the servers; and these factors are dependent on each other and to supply them, all factors are required. also, the results demonstrate and illustrate the effects of six factors on the durability of place: 1) functional proportions of space (the accordance of demands and the framework conditions of space), 2) place identity and social interactions, 3) legibility and proportions of background, 4) liveliness and visual aesthetics, 5) comfort of the environment 6) providing welfare which are all influential.  to conclude, the results reveal and determine that resolving the physiological necessities and the need for safety and security were the prior importance for students, in compare with the resolution of needs for attachment and cognitive and aesthetic issues were second place importance.