People's Architecture Office ᱨᱮᱱᱟᱜ Learning Landscape ᱯᱨᱟᱭᱢᱟᱨᱤ ᱤᱥᱠᱩᱞ (ᱢᱩᱞ ᱟᱥᱲᱟ) ᱫᱚ ᱟᱨᱠᱤᱴᱮᱠᱪᱟᱨ, ᱤᱢᱟᱨᱚᱛ ᱟᱨ ᱜᱟᱲᱚᱱ ᱰᱤᱡᱟᱭᱤᱱ ᱯᱨᱚᱛᱤᱡᱚᱜᱤᱛᱟ ᱵᱷᱟᱜ ᱨᱮ 2026 A' Design Award ᱨᱩᱯᱟ ᱯᱩᱨᱚᱥᱠᱟᱨ ᱨᱮᱱᱟᱜ ᱟᱹᱰᱤ ᱢᱟᱱ ᱟᱠᱟᱱ ᱡᱤᱛᱠᱟᱨ ᱠᱟᱱᱟ᱾
ᱨᱩᱯᱟᱟᱨᱠᱤᱴᱮᱠᱪᱟᱨ· 2026
Learning Landscape ᱯᱨᱟᱭᱢᱟᱨᱤ ᱤᱥᱠᱩᱞ (ᱢᱩᱞ ᱟᱥᱲᱟ)
People's Architecture Office ᱞᱮᱠᱟᱛᱮ
ᱜᱟᱦᱟᱠ: People's Architecture Office (PAO)
ᱟᱨᱠᱤᱴᱮᱠᱪᱟᱨ ᱵᱷᱟᱜ ᱨᱮ A' Design Award ᱨᱩᱯᱟ ᱯᱩᱨᱚᱥᱠᱟᱨ ᱡᱤᱛᱠᱟᱨ
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ᱡᱟᱸᱪ ᱟᱠᱟᱱ ᱮᱣᱟᱨᱰ ᱡᱤᱛᱠᱟᱨ
#182106 ᱞᱟᱜᱤᱫ ᱮᱣᱟᱨᱰ ᱦᱟᱞᱚᱛ ᱡᱟᱸᱪᱰᱤᱡᱟᱭᱤᱱ
Learning Landscape ᱯᱨᱟᱭᱢᱟᱨᱤ ᱤᱥᱠᱩᱞ (ᱢᱩᱞ ᱟᱥᱲᱟ) ᱵᱟᱵᱚᱛ ᱛᱮ
Learning Landscape ᱫᱚ ᱪᱤᱱ ᱨᱮᱱᱟᱜ ᱥᱮᱱᱡᱮᱱ ᱴᱟᱶᱩᱱ ᱨᱮ ᱢᱤᱫ ᱯᱨᱟᱭᱢᱟᱨᱤ ᱤᱥᱠᱩᱞ ᱠᱟᱱᱟ᱾ ᱱᱚᱶᱟ ᱟᱥᱲᱟ ᱫᱚ ᱒᱐,᱕᱓᱕ ᱵᱚᱨᱜᱚ ᱢᱤᱴᱚᱨ ᱡᱟᱭᱜᱟ ᱨᱮ ᱛᱤᱸᱜᱩ ᱟᱠᱟᱱᱟ ᱟᱨ ᱠᱮᱴᱮᱡ ᱠᱞᱟᱥᱨᱩᱢ ᱟᱨ ᱠᱚᱨᱤᱰᱚᱨ ᱥᱟᱡᱟᱣ ᱵᱚᱫᱚᱞ ᱛᱮ ᱡᱚᱲᱟᱣ ᱟᱠᱟᱱ ᱵᱷᱤᱛᱨᱤ ᱟᱨ ᱵᱟᱦᱨᱮ ᱡᱟᱭᱜᱟ ᱠᱚ ᱮᱢ ᱟᱠᱟᱫᱟ᱾ ᱯᱨᱚᱠᱨᱤᱛᱤ ᱠᱷᱚᱱ ᱧᱟᱢ ᱟᱠᱟᱱ ᱯᱮᱭᱟ ᱡᱤᱱᱤᱥ — ᱵᱩᱨᱩ (Mountain), ᱛᱟᱞᱟ ᱡᱷᱟᱨᱚᱱ (Valley) ᱟᱨ ᱜᱤᱛᱤᱞ ᱟᱲᱮ (Beach) — ᱥᱤᱲᱷᱤ ᱞᱮᱠᱟᱱ ᱛᱷᱚᱠ ᱠᱚ ᱥᱟᱡᱟᱣ ᱮᱫᱟ᱾ ᱪᱮᱫᱚᱜᱤᱡ ᱠᱚ ᱠᱞᱟᱥᱨᱩᱢ, ᱫᱷᱟᱠᱟᱣ ᱡᱟᱭᱜᱟ, ᱦᱟᱨᱤᱭᱟᱲ ᱪᱮᱛᱟᱱ ᱪᱟᱞᱟ ᱟᱨ ᱠᱷᱩᱞᱟᱹ ᱛᱟᱞᱟ ᱡᱟᱭᱜᱟ ᱠᱚ ᱛᱟᱞᱟ ᱨᱮ ᱢᱚᱱᱮ ᱛᱮ ᱠᱚ ᱛᱟᱲᱟᱢ ᱫᱟᱲᱮᱭᱟᱜᱼᱟ᱾ ᱜᱚᱴᱟ ᱡᱟᱭᱜᱟ ᱨᱮ ᱫᱟᱨᱮ ᱨᱚᱦᱚᱭ ᱛᱮ ᱩᱢᱩᱞ ᱧᱟᱢᱚᱜᱼᱟ ᱟᱨ ᱞᱚᱞᱚ ᱠᱚᱢᱚᱜᱼᱟ᱾ ᱱᱚᱶᱟ ᱰᱤᱡᱟᱭᱤᱱ ᱫᱚ ᱯᱟᱲᱦᱟᱣ, ᱜᱟᱶᱛᱟ ᱠᱟᱹᱢᱤ, ᱮᱱᱮᱡ ᱟᱨ ᱥᱩᱥᱟᱹᱨ ᱯᱟᱲᱦᱟᱣ ᱞᱟᱹᱜᱤᱫ ᱜᱚᱲᱚ ᱮᱢᱮᱫᱟ᱾
ᱢᱟᱱᱟᱱ
A' Design Award ᱨᱩᱯᱟ ᱯᱩᱨᱚᱥᱠᱟᱨ ᱵᱟᱵᱚᱛ ᱛᱮ
Learning Landscape ᱯᱨᱟᱭᱢᱟᱨᱤ ᱤᱥᱠᱩᱞ (ᱢᱩᱞ ᱟᱥᱲᱟ) ᱫᱚ A' Design Award ᱨᱩᱯᱟ ᱯᱩᱨᱚᱥᱠᱟᱨ ᱧᱟᱢ ᱟᱠᱟᱱᱟ, ᱱᱚᱶᱟ ᱫᱚ ᱥᱩᱱᱫᱚᱨ ᱟᱨ ᱵᱷᱟᱞᱟᱭ ᱰᱤᱡᱟᱭᱤᱱ ᱠᱚ ᱞᱟᱹᱜᱤᱫ ᱮᱢ ᱟᱠᱟᱱ ᱥᱚᱢᱟᱱ ᱠᱟᱱᱟ᱾ ᱱᱚᱶᱟ ᱠᱚ ᱫᱚ ᱰᱤᱡᱟᱭᱤᱱᱟᱨ ᱠᱚ ᱨᱮᱭᱟᱜ ᱵᱷᱟᱵᱱᱟ ᱟᱨ ᱵᱷᱟᱞᱟᱭ ᱠᱟᱢᱤ ᱡᱷᱟᱞᱠᱟᱣ ᱠᱚ᱾ Learning Landscape ᱯᱨᱟᱭᱢᱟᱨᱤ ᱤᱥᱠᱩᱞ (ᱢᱩᱞ ᱟᱥᱲᱟ) ᱫᱚ ᱠᱚᱞᱟ, ᱣᱤᱜᱭᱟᱱ, ᱰᱤᱡᱟᱭᱤᱱ ᱟᱨ ᱴᱮᱠᱱᱚᱞᱚᱡᱤ ᱨᱮᱭᱟᱜ ᱥᱤᱢᱟ ᱵᱟᱲᱦᱟᱣ ᱟᱨ ᱫᱩᱱᱤᱭᱟ ᱵᱷᱟᱞᱟᱭ ᱞᱟᱹᱜᱤᱫ ᱜᱚᱲᱚ ᱮᱢ ᱠᱟᱱᱟ᱾
ᱰᱤᱡᱟᱭᱤᱱ ᱯᱤᱪᱷᱟ ᱨᱮ
ᱯᱨᱮᱥ ᱠᱤᱴ
ᱰᱤᱡᱟᱭᱤᱱᱟᱨ ᱧᱮᱞ ᱠᱷᱚᱱ ᱠᱨᱮᱰᱤᱴ, ᱴᱤᱢ ᱥᱫᱚᱥᱭ ᱟᱨ ᱴᱮᱠᱱᱤᱠᱮᱞ ᱵᱤᱵᱚᱨᱚᱬ ᱮᱢ ᱟᱠᱟᱱᱟ᱾
- ᱟᱞᱜᱟ ᱜᱩᱱ ᱠᱚ
- Wuzhou Elementary School is a 20,535 sqm three-dimensional Learning Landscape in Shenzhen, redefining primary education space with a student-centered, exploration-driven design that abandons rigid classroom-corridor layouts. Structured around three iconic natural landscape-inspired elements—the Mountain, Valley and Beach—it features gradient, interconnected indoor-outdoor spaces blurring interior-exterior boundaries, enabling diverse learning modes from formal classes to open play and cross-disciplinary collaboration. Integrated vegetation mitigates Shenzhen’s tropical climate and urban heat island effect, while terraced areas, green roofs and interstitial spaces foster visual/physical continuity. As an urban green extension linked to the northern public park, the school adapts to evolving educational needs, merging nature, play and learning to nurture creativity and hands-on ability, standing out as a model for innovative, eco-friendly urban primary education architecture.
- ᱢᱟᱯ ᱟᱨ ᱯᱮᱠᱮᱡᱤᱝ
- Building Area: 20,535 square meters
Site Area: 7820 square meters
Height Limit: 24 m
Floor Area Ratio (FAR) : 2.11 - ᱴᱮᱜ ᱠᱚ
- education, primary school, learning landscape
- ᱛᱮᱭᱟᱨ ᱛᱮᱠᱱᱚᱞᱚᱡᱤ
- The project adopts a landscape urbanism design methodology, integrating architectural spatial planning with landscape engineering to construct a three-dimensional Learning Landscape. Stepped terrain construction technology is applied to the Mountain, Valley and Beach core nodes, realizing vertical circulation and multi-functional terracing for seating/performances. Green infrastructure integration techniques are employed for full-site vegetation deployment, combining tropical climate-adaptive plant species selection with green roof engineering to achieve passive cooling, pollution filtration and urban heat island mitigation. Interstitial space optimization and indoor-outdoor boundary blurring are realized via open building envelope design and flexible partition technology. Structural design for the North Courtyard Mountain adopts customized spatial frame systems to balance architectural form and structural stability, with cross-disciplinary collaboration across landscape, interior, lighting and structural engineering teams ensuring design integrity and constructability.
- ᱰᱤᱡᱟᱭᱱ ᱪᱮᱞᱮᱧ
- The core challenge was reconciling three critical demands: redefining rigid traditional educational spatial logic to fit student-centered exploratory learning, integrating natural landscape design with architectural functionality in Shenzhen’s dense urban core, and balancing creative spatial form with structural feasibility and tropical climate adaptability. Externally, we faced constraints of urban land use regulations, the need to mitigate the urban heat island effect from surrounding commercial development, and technical limits to realizing large-scale indoor-outdoor boundary blurring. Internally, the challenge lay in breaking the historical classroom-centric educational paradigm and aligning the innovative Learning Landscape concept with educators’ practical teaching needs. We overcame these by cross-disciplinary collaborative design, custom structural engineering for core landscape nodes, scientific selection of tropical adaptive vegetation, and iterative participatory discussions with educators to optimize spatial flexibility and functional practicality.
- ᱜᱚᱵᱮᱥᱚᱱᱟ
- Against Shenzhen’s innovation-driven urban shift and the demand for student-centered education, this applied design research explores integrating innovative educational concepts with urban campus architecture. It combines qualitative analysis of global educational space cases, quantitative research on local primary school learning needs, and participatory discussions with educators, students and experts, using field surveys, interviews and spatial simulation tools for data collection. The research developed the three-dimensional Learning Landscape framework with Mountain, Valley and Beach as core elements, creating a flexible campus space that blends indoor and outdoor areas and integrates nature. It verifies that nature-embedded educational spaces boost students’ curiosity and collaboration, providing a replicable model for urban primary education architecture, and promotes the integration of campus and urban green infrastructure to mitigate the urban heat island effect and advance sustainable urban development.
- ᱯᱨᱮᱨᱚᱱᱟ
- Inspired by Shenzhen’s shift to an innovation-driven economy, we sought to reimagine elementary education spaces by breaking the rigid classroom-centric paradigm of traditional schools. Drawing on the organic diversity of natural landscapes, we created a three-dimensional Learning Landscape to prioritize student-centered creativity, play and hands-on exploration, aligning educational space with the needs of a new era.
- ᱯᱨᱚᱡᱮᱠᱴ ᱥᱚᱢᱚᱭ
- Location: Shenzhen, China
Time: 2020–2025 - ᱠᱟᱹᱢᱤ ᱦᱚᱨ
- Wuzhou Elementary School operates as a flexible, student-led learning ecosystem with fluid spatial flow that eliminates fixed classroom-corridor boundaries. Students move freely between indoor classrooms and outdoor covered areas, Mountain/Valley/Beach zones, and open interstitial spaces, switching seamlessly between formal learning, group collaboration, hands-on play and nature exploration. The terraced landscapes and undulating terrain act as natural gathering spots for informal exchanges, while the connected green roofs, library and sports facilities create a continuous vertical learning path. This open interaction model adapts to diverse learning needs—supporting individual study, cross-class projects and school-wide events alike. By blending learning with daily movement and play, the space fosters spontaneous curiosity and collaboration, making education a natural, immersive experience rather than a confined activity.
- ᱴᱤᱢ ᱥᱮᱫᱟᱭ ᱠᱚ
- Principals: He Zhe, James Shen, Zang Feng
Project Team: Li Zhenghua, Kim Dahyun, Xu Jialing, Yang Qian, Wang Dawei, Wang He, Li Qiuwan, Zhang Yichen, Li Zhenghua, Wang Chengchen, Yuan Yingying, Luo Qinming, Jiang Ying, Hu Zhi'an, Lin Mingkai, Wang Guyixin，Guo Mingran，Xu Huihang - ᱪᱤᱛᱟᱹᱨ ᱥᱟᱹᱦᱟ
- Main image-North courtyard night ©Zhu Yumeng
#1-Looking towards the natural park from south to north ©Zhu Yumeng
#2-Entrance mount ©Zhu Yumeng
#3-Southwest corner street scene @Zhu Yumeng
#4-Library ©Zhu Yumeng
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