A Study on the Remodeling Design Process of the School Space Innovation Project Applying the User Participation Design Process (UPDP)

(Background and Purpose) This study analyzes the remodeling design process of the Shinsang Middle School Space Innovation Project in Gyeongsan, Gyeongsangbuk-do, carried out from 2022 to 2024 with the application of the User Participatory Design Process (UPDP). The School Space Innovation Project promoted by the Ministry of Education aims to create creative learning environments by involving students, faculty, parents, and other stakeholders throughout the entire design process, with UPDP serving as a key procedure for achieving this goal. This study examines the significance and effectiveness of UPDP through the Shinsang Middle School case and identifies the achievements and limitations observed throughout the design process. (Method) Drawing on previous studies, UPDP was structured into five stages: ① site recognition, ② expectation identification and expression, ③ derivation of planning elements, ④ spatial concept and design, and ⑤ priority setting. These stages were applied to the remodeling project at Shinsang Middle School, incorporating facilitator-led pre-planning consultations, faculty–student workshops, surveys, and idea modeling to gather user input. The design was subsequently refined in collaboration with professional architects, and the final plan was produced through legal and safety reviews with the local education office and relevant agencies. After completion, a post-occupancy evaluation was conducted, encompassing 115 respondents to assess space utilization frequency and satisfaction. (Results) The application of the UPDP resulted in spatial plans that systematically reflected the opinions of students and faculty, with high usage and satisfaction levels reported for key spaces such as the home base and art room. The process of student-led idea proposals and model-making enabled the creation of creative and educational spatial layouts. However, certain plans, such as the mezzanine loft in the fourth-floor art room, were scaled back or altered due to legal interpretations, safety standards, and administrative procedures. Satisfaction surveys indicated that the home base had high usage and satisfaction, whereas the Danuri Room (formerly the art room), despite significant budget allocation. This was had low usage and satisfaction due to changes in operation and access restrictions. This phenomenon was attributed to changes in management personnel and the lack of a consistent operational framework. (Conclusions) The Shinsang Middle School case demonstrates that UPDP can be an effective tool for enhancing spatial quality and fostering community engagement in school remodeling projects. At the same time, it reveals that institutional and technical constraints, administrative negotiations, and alterations in operational leadership can impede the actualization of participatory design outcomes. In the context of future projects, it is imperative that legal reviews and inter-agency consultations should be integrated from the early design stages. Furthermore, the establishment of and operational manuals and accountability systems is crucial to ensure the continuity of the original design intent. Furthermore, the integration of an integrated implementation system that connects UPDP, professional design, and institutional support has the potential to enhance user-centered environmental improvements and ensure the sustainability of school space innovation.