1. Introduction
Education, a fundamental driver for social transformation and individual progress, directly impacts the mobility, prosperity, and freedom of individuals, as well as the sustainable development of society [
1]. It contributes to reducing inequalities and enables people worldwide to lead healthier and more sustainable lives, as established by Goal 4 of the SDGs [
2]. A quality educational environment has the power to inspire and empower future generations, allowing them to reach their full potential and positively contribute to their communities [
3]. For individuals, it promotes employment, income, health, and poverty reduction. For societies, it contributes to long-term economic development, promotes innovation, strengthens institutions, and fosters social cohesion. Furthermore, education is a powerful catalyst for climate action through widespread behavioral change and training for green transitions [
4]. For this reason, sustainable design is crucial in creating learning spaces that are functional and environmentally friendly. By integrating sustainable technologies and practices into school infrastructures, these environments are transformed into examples of sustainability and efficiency [
5].
In this context, the term environmental education emerged in the late 1960s, originating from concerns about severe environmental conditions observed in various parts of the world. By the early 1970s, environmental education gained significant relevance in various global forums [
6]. Over the past decades, intense levels of pollution have resulted from human activities such as industry, automotive transportation, technology, irresponsible consumerism, and insufficient or non-existent investment in solid waste treatment and recycling policies. This reflects a lack of environmental awareness and education worldwide. Half a century later, humanity remains largely unaware of the real magnitude of its activities on environmental degradation [
7,
8,
9].
It is also important to highlight how the implementation of environmental education can transform society. In 1980, during the Conference on Environmental Education held in Tbilisi—now Georgia, then USSR—it was concluded that environmental education is the most effective mechanism to halt ecosystem degradation. Therefore, each country should promote it to foster positive environmental behavior.
As exemplars of sustainable educational buildings, it is important to mention the Willowdene Group of Schools, which has become the first Adventist school to primarily use solar energy. This initiative not only ensures a reliable energy supply, improving the teaching and learning experience, but also promotes environmental awareness among students and staff by reducing the institution’s environmental impact, as shown in
Figure 1 [
10]. The adoption of sustainable technologies, such as solar energy systems, not only enhances educational infrastructure but also educates and empowers students towards a more sustainable future. This aligns with the philosophy of creating healthy and efficient learning environments, as seen in exemplary educational practices worldwide [
11].
In Latin America, it is notable to mention the Sustainable School in Jaureguiberry, Uruguay, designed by architect Michael Reynolds. This is the first sustainable public school in Latin America. The 270 m
2 building was constructed in just seven weeks. Approximately 60% of the materials used in its construction are recycled (including tires, plastic and glass bottles, cans, and cardboard), while the remaining 40% are traditional materials. In addition to being self-sufficient in energy consumption and promoting organic food production within its premises, the school uses rainwater for human consumption, handwashing, garden irrigation, and finally for toilets. It features a blackwater treatment process that includes a septic tank made from recycled materials (in this case, tractor tires) and a wetland outside the building, as shown in
Figure 2 [
12].
Another notable project is the Mencoriari Technology and Environment Laboratory in San Martín de Pangoa. This building integrates architectural space with pedagogical space to promote environments adapted to the locale, fostering education oriented towards the environmental and cultural revaluation of the rainforest and enhancing accessibility to local employment opportunities [
13]. Finally, the plant-drying classroom takes on the appearance of a greenhouse and includes a rainwater harvesting system, as shown in
Figure 3 [
14].
The focus of these educational projects aligns with innovative practices in other global contexts. For example, in Finland, education emphasizes learning itself rather than the obligation to attend school. In this country, 95% of six-year-olds participate in a preschool program where many learn to read and write. Finnish education centers on the holistic development of the individual, allowing each student to experience a sense of belonging and the freedom to fully develop [
15]. Similarly, the educational infrastructures in this country are designed to create a warm and welcoming environment where students feel “at home”. This philosophy is reflected in various aspects of school design: hallways are decorated with warm colors and student artwork, promoting an atmosphere of relaxation and freedom of movement, without excluding self-discipline. This approach contributes to an educational environment where anxiety levels related to learning, such as in mathematics, are significantly lower than in other countries [
16]. However, despite being a universal human right, access to and completion of education in other parts of the world is hindered by various factors, including economic disparity and conflict situations [
17]. These challenges result in children in vulnerable contexts being up to three times more likely to be out of school and to drop out of primary school before completion [
18]. Poor families often struggle to send their children to school due to the need to prioritize daily subsistence. In contexts of conflict or extreme vulnerability, the situation is even more severe, exacerbating school dropout rates and limiting access to quality education.
In this challenging educational scenario, the situation in Peru is highlighted. Regarding educational infrastructure regulations, the PRONIED (National Program of Educational Infrastructure) requires an environmental assessment sheet for the preparation of technical documents for evaluating environmental factors. Additionally, the “General Design Criteria Standards for Educational Infrastructure” mentions in the principle of habitability that thermal, acoustic, and lighting comfort conditions must be considered [
19]. Moreover, the PEIP (Special Public Investment Program for Bicentennial Schools) developed specific design strategies for each climate zone (coast, rainy coast, jungle, highlands, and frost) through environmental studies to ensure user comfort. Related to environmental education-focused regulations, the National Environmental Policy for 2030, developed in 2021, considers the “Reduction of ecosystem goods and services affecting people’s development and environmental sustainability” as a public issue [
20]. For efficient recycling, the municipality of Lima has the “Recicla Lima” program, which educates residents on proper solid waste segregation, included in the “En Casa Yo Reciclo” application promoted by the Ministry of Environment [
21].
Despite these efforts, the country still faces a significant deficit in educational infrastructure. According to estimates by the Ministry of Education, the deficit of public educational centers amounts to approximately PEN 56 billion. Given the current conditions of public investment, it is projected that around two decades would be needed to close this gap [
22]. This results in a global educational crisis, with over 670,000 children not enrolled, many forced into child labor [
23], and 35% of children and adolescents living in poverty [
24], representing a significant barrier to accessing quality education in the country.
In Peru, the Lima Metropolitan region has the lowest percentage of people with completed or incomplete primary education, at 3% compared to the national average of 9.6%, and compared to each of the other departments. In technical studies, Lima Metropolitan is below Ica, Callao, Moquegua, Tumbes, Junín, Tacna, Cajamarca, and Arequipa, with 15.2% [
25]. This situation is due to the number of establishments requiring partial or total repairs and the lack of access to basic services. The 2014 Educational Infrastructure Census (CIE) shows that nearly one-third of buildings were constructed before the implementation of national earthquake-resistant standards in 1998, and 41% were built by parent associations without following proper safety criteria. If considering schools built with extremely vulnerable structures, more than half of the school buildings presented a high risk of collapse in the event of seismic threats [
26]. According to 2013 MINEDU data, only 40% of the country’s educational centers had access to all three basic services (water, sewage, and electricity). The remaining 60% lack at least one of these services [
27].
This is reflected in
Figure 4A, where the damage to roofs, walls, and columns of school buildings in Lima can be seen, many of which are irreversible, leaving complete demolition as the only option. Similarly, in
Figure 4B, due to humidity, exposed rebar and pipes pose a permanent danger to students, teachers, and administrative staff [
28].
This situation gains greater relevance when considering the lack of access to education in districts like Carabayllo, where more than 50% of the school-age population neither works nor studies [
29], and according to the district’s risk analysis, the age group of 0 to 14 years is identified as the most vulnerable population, exposed to risks ranging from malnutrition to child labor exploitation [
30,
31]. This educational challenge is magnified in El Progreso, which covers an extensive area of 346.88 km
2 and has a census population of 350,989 people, being recognized as “The Genesis of North Lima” [
32,
33].
In this sector, the primary school 2025 prevails, with an area of 4810 m2, which presents deficiencies in its design and infrastructure, not fully meeting the needs of the population and showing a lack of integration with the local climate and environment. This results in clear deterioration, a disconnection of the school, and low accessibility in the area.
The condition of the roads adjacent to the school, such as Jose Santos Chocano Street, features unpaved roads, no sidewalks, and poorly maintained perimeter fences of the school, as shown in
Figure 5A. Similarly, on Jr. Isabel Chimpu Ocllo, the situation is even more unsafe due to the adjacent blind walls, as shown in
Figure 5B.
This situation is exacerbated by the presence of a largely abandoned and deteriorated park, lacking proper furniture and green areas [
36]. This deficiency translates into a limited green space per inhabitant, estimated at only 3.5 m
2 per person [
37]. This neglect of green space treatment and its connection with public spaces underscores the fundamental human need to establish a link with the natural environment to contribute to physical and mental health, as well as social well-being. In this context, bioclimatic architecture emerges, which promotes the recovery and utilization of available resources in a rational and well-planned manner, ensuring the preservation of existing ecosystems and avoiding contamination [
38].
Therefore, the present research aims to generate comfort for users of the educational center by applying sustainable design strategies, Carabayllo-Peru-2023.
4. Discussion
The design of educational infrastructure plays a crucial role in enhancing overall educational quality and the physical and mental health of its users. This approach, aligned with Sustainable Development Goals (SDGs), such as 3 (Good Health and Well-being), 4 (Quality Education), 6 (Clean Water and Sanitation), 7 (Affordable and Clean Energy), 11 (Sustainable Cities and Communities), and 13 (Climate Action), provides tailored spaces for both traditional and innovative educational methodologies, integrating areas for extracurricular activities, playgrounds, green spaces, and gardens. In this way, it transforms the educational environment into a multifunctional space that promotes comprehensive well-being and greater connection with the surroundings.
Imagine Montessori School La Pinada in Valencia, Spain, has achieved BREEAM Excellent and Verde 4 hojas certifications. This innovative building reduces energy consumption by 44.8%, primarily through photovoltaic panels that provide up to 48.2% of the annual energy consumed, alongside a cumulative savings of 68.9% compared to conventional buildings. Advanced water management strategies, such as low-consumption plumbing installations and rainwater recovery for irrigation, save up to 20.6% of water annually compared to conventional buildings. Additionally, construction practices like wooden windows and wood fiber insulation have reduced CO2 emissions by 47%, equivalent to 392.37 metric tons of carbon dioxide annually, similar to the positive impact of a 150-hectare forest. With an investment of EUR 4 million, the school has achieved energy savings up to 70% higher than traditional schools thanks to LED technology, continuous insulation, efficient solar protections, adjustable ventilation systems, and sound-absorbing materials that promote a sustainable learning environment [
50,
51].
In Latin America, “Una Escuela Sustentable” in Jaureguiberry, Uruguay, stands out as a model of free public education with a strong focus on material reuse and the maximization of natural resources such as solar light and rainwater. The school uses 60% recycled materials, including 2000 tires and 5000 glass bottles, alongside 40% traditional materials. Its design includes photovoltaic panels for electricity generation and an indoor garden [
52]. Additionally, it features a south-facing retaining wall to enhance thermal inertia and collect rainwater. To reduce pollution, the school has a wastewater treatment system that includes a septic tank and an outdoor wetland [
53].
The design proposal integrates eco-friendly materials, including double-layered wooden structures with 0.30 cm insulation, which effectively retains heat within the panels. Additionally, green roofs with vines are implemented for temperature regulation. It also utilizes movable windows and gable roofs for thermal control, solar protection, lighting, and natural ventilation. Prefabricated adobe walls with plaster coating ensure an optimal thermal transmittance of 2.2 W/m2K. Clean technologies are integrated, including 74 photovoltaic panels in classroom pavilions generating 17,582.40 kWh annually for the educational center’s operation, and 20 photovoltaic panels producing 691.2 kWh annually for public lighting, along with photovoltaic pavers, meeting energy needs. Furthermore, the proposal includes using dry toilets for compost production and gray water reuse through biofilters. Vertical gardens with native vegetation reduce water usage and maintenance costs, promoting connection with nature through student-managed cultivation, which also contributes to their nutrition.