초등학교 공간복지 실현을 위한 유니버설 디자인과 지속가능경영 전략 문헌고찰

Urbanization and aging school facilities exacerbate elementary students' physical/emotional well-being and educational disparities. A gap exists between current legal standards and field implementation, with insufficient access to information for visually/ hearing-impaired students. Universal Design (UD) and ESG approaches are essential for creating inclusive, sustainable educational environments. This study analyzes the effects of applying UD's 7 principles to educational spaces on learners' spatial cognition and psychophysiological responses. It evaluates mechanisms by which enhanced accessibility strategies improve the Social Cohesion Index (SCI) and assesses UD's economic feasibility from an ESG perspective. The goal is to establish a practical framework for spatial welfare in elementary schools through UD implementation. A systematic literature review analyzed 78 academic papers, 23 policy documents, and 12 school space innovation cases (Seoul/Ulsan/Gyeonggi offices) post-2000. A conceptual matrix integrating UD principles and ESG frameworks was developed, followed by quantitative case analyses. UD implementation increased disabled students' learning participation by 41%. Solar energy systems and repurposed idle spaces improved the Sustainability Index (SSI) by 1.7×. Movable partitions and multisensory play zones extended attention spans by 40%. Integrating UD and ESG effectively achieves spatial welfare and institutional social responsibility. Policy revisions for facility standards and scaling user-participatory design approaches are critical. Empirical frameworks require field validation to address diverse needs.