Spatial Dimension of Students' Well-Being: A Gender-Sensitive Approach

Abstract

Human well-being depends on various factors, including the perception of spaces and architecture. For higher education students, well-being is closely linked to their experiences within institutional spaces, which affect them differently based on gender. This study focuses on students at the Lisbon School of Architecture, University of Lisbon, Portugal, to understand how physical and symbolic aspects of spaces facilitate or hinder their appropriation in a gender-sensitive manner. Using participatory methods like exploratory marches, collective maps, focus groups, and questionnaires, the authors examine how these spatial experiences impact student well-being. The research identifies deficiencies in comfort, security, and belonging, and suggests architectural improvements to enhance social well-being in higher education institutions.