A decarbonist’s approach: rethinking of schools as community-oriented living and learning hubs in mid-sized northern cities

Abstract

In the face of escalating climate urgency, the future of sustainable development necessitates pivotal shifts toward decarbonization, adaptability, and long-term resilience. This thesis proposes a holistic path for decarbonized institutional development in mid-sized northern Ontario cities by synthesizing low upfront embodied c arbon strategies with design for disassembly, adaptability, and material sufficiency. By analyzing established district school board models for educational facility consolidation, it considers how the co-location and sharing of educational and community-oriented recreational amenities can generate a new architectural typology aligned with the ‘schools as community hub’ initiative. This thesis reimagines schools as Living and Learning Hubs, where circular construction practices, ecological education, and place-based design foster impactful, intergenerational learning outcomes. Simultaneously, it explores how municipal and educational institutions might better co-exist, asking how siting within sprawling, decentralized northern communities can forge meaningful connections between schools, neighbourhoods, leisure activities, and surrounding ecosystems.