초고령사회의 평생학습관 디자인 가이드라인 연구 - 인지건강디자인 개념을 중심으로 -

초록

With the demographic transition into a super-aged society, lifelong learning centers have emerged as pivotal multicultural hubs that facilitate “Aging in Community” (AIC) for active seniors. In response to these contemporary demands, this study proposes practical cognitive health design guidelines tailored to the physical, psychological, and cognitive characteristics of elderly learners. While existing public facilities comply with basic barrier-free design standards, they often fail to provide the complex cognitive needs of older adults as older adults as active learners. To address these practical limitations, twelve lifelong learning centers in southern Gyeonggi Province were selected for empirical fieldwork. A comprehensive empirical analysis was conducted, integrating evaluations based on existing design indicators, correlation analyses of construction typologies and vintage, and spatial-cognitive interaction theories. The findings reveal significant vulnerabilities in indoor environmental designs intended to support physical activity, ensure cognitive clarity, alleviate cognitive fatigue after learning activities, and foster social achievement. To overcome these deficiencies, this study delineates six strategic directions: perceptibility, safety, activity, sociality, healing, and achievement. Furthermore, to ensure the spatial environment itself drives older adults’ self-directed growth, six core design principles were established: daily safety, cognitive clarity, psychological healing, digital inclusion, social connection, and self-esteem and achievement. Ultimately, this study translates these principles into actionable interior architectural guidelines applicable to both communal and functional learning spaces. In conclusion, by redefining elderly users as proactive agents of value creation, this research confirms that the proposed guidelines offer versatile criteria applicable to both new constructions and the adaptive reuse of idle public resources, such as closed schools. This study holds substantial value by providing a concrete methodology to achieve “user-centered spatial welfare” and transform cultural facilities into “growth-oriented environments.”

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