Sahar Khodabakhshi - M.A. in Architecture, Lecturer, Khomein Branch, Islamic Azad University, Khomein, Iran
Manouchehr Foroutan - PhD in Architecture, Assistant Professor, Department of Architecture, Hamedan Branch, Islamic Azad University, Hamedan, Iran
Amir Samiei - M.A. in Architecture, Lecturer, Khomein Branch, Islamic Azad University, Khomein, Iran

Educational system of the society is one of the fundamental pillars of emergence, development, and transfer of itscultural elements. The system itself involves four pillars, including educational structure, instructor, learner, andeducational environment. Earlier researches on the architectural history of Iranian schools indicates that the relationshipbetween education and school architecture has not been widely explored. The main research question is how thetransformations of educational system have been relevant with the transformations of Iranian schools spaces? Thestudy aims at recognizing the spatial evolution of Iranian schools architecture. It seems that with the transformation ofEducational system in the Qajar period and the establishment of Darolfunoon academy,the system and the architectureof schools have gradually shifted the traditional school to new ones. Based on a historical-interpretive approach, datawere gathered using library method, then were analyzed citing historical documents. To this end, three periods wereidentified in the educational system and architectural developments and three typical schools of the given periods,including Sepahsalar School, Darolfunoon academy, and Alborz high school, and their relevant educational systemswere analyzed. Studies suggested that the traditional system had been based on the concurrent life and learning,coordination of spiritual and worldly sciences, and Interactive relationship between master and disciple. This systemhad interacted with the architecture of schools, with prominent features such as considering one place for livingand learning, the use of schools for religious affairs, and considering large spaces for schools. In the next period,the religious aspect and the interaction between disciple and master has been removed from schools such as theDarolfunoon, but the overall shape the central courtyard has been preserved and the function of the chambers hasshifted to classrooms. Finally, in the modern educational system, the architecture of schools has become linear, theclasses and their layout has led to a unilateral teacher-student relationship, and has distanced from the architecture ofthe traditional schools.

Educational System, Schools Architecture, Darolfunoon Academy, Sepahsalar School, Alborz High School