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Statutory and by-law regulations determine the functioning of the primary school, and within this also define the way these premises are used. Within the framework of the project Designing guidelines for the quality design of modern school architecture with the aim of supporting a comprehensive sustainable way of living and working in school, an important goal is to establish opportunities for a movement-friendly school. The goal was to check the attitude of school leaders (with many years of experience) and the future professional sports public (without many years of experience) to the use of different school facilities for the realization of supporting physical activity. Questionnaires were filled out by 21 elementary school principals and 72 students in the third year of first-level studies and the first year of second-level studies at the Ljubljana Faculty of Sports. Both groups would make significantly better use of the existing spaces for physical activity, but in comparison, managements are more in favor of the occasional use of school spaces such as classrooms, corridors and multi-purpose halls, outdoor children's and outdoor sports grounds for sports activities; the managements estimate that there are not enough toilets, shower cubicles, hand basins in their schools, both found a lack of foot basins; students notice more that students do not shower after practice; a slightly smaller proportion of management would practice athletics, gymnastics, football and handball in gyms; the proportion of managers who would dedicate corridors and a multi-purpose hall to football in the future is higher, and the proportion of those who plan athletic content on the outdoor children's playground is lower.

Sustainable schools are energy-efficient, environmentally friendly buildings that provide a healthy living environment and promote environmental education. Reference examples from abroad show the characteristics of sustainable schools as an expression of ecological design, circular construction and the integration of learning environments with nature and sports activities. We were interested in whether teachers recognize the sustainable features of the schools they teach in and to what extent they integrate them into the curriculum. We conducted a short survey in some Slovenian elementary school and came to the conclusion that teachers are mostly unaware of the sustainable features of the schools and do not include them in their learning processes. The results of the study can be used as recommendations for the introduction of sustainable school principles into the pedagogical and architectural profession.

Many studies point out the importance of the window views to the surroundings, as they have a significant impact on children's well-being, living comfort and learning performance. Nevertheless, this aspect is overlooked and usually not included as one of the main criteria for designing school facilities in an urban area. The purpose of the study was to find out how the students are responding to the potential of classroom’s window views. To collect data a questionnaire was implemented in three Slovenian primary schools (in the third triad). The respondent were pupils from three different Slovenian regions. The results were processed with the statistical package SPSS for Windows and with the MS Excel tool. The pupils answered consistently to the questions in the survey. They like their classroom because of the large windows with lots of light and because of the window view of green areas. Most pupils prefer to sit by the window because they like to look outside at the surroundings. Otherwise, they would prefer to look at water, greenery, and nature. The least they would like is the view of neighbouring buildings nearby, especially if the view is without greenery, or of a busy street. They like to look out the window, even if sitting by the window is sometimes unpleasant if too hot in the summer or too cold in the winter. The noise passing through the window clearly does not bother them. The result of the study can be helpful in designing school facilities in an urban environment.

Window view is an important parameter of living comfort. In densely urbanized areas, window view is often limited to the nearby façade, without all three visual layers visible and possibility of distant view. The purpose of the study is to examine what reactions are triggered by views of nearby façades, which by definition are not quality window views, and how the reactions of observers are influenced by additional greenery on the façade. A questionnaire survey was used in the study as a method for obtaining research data. Respondents defined reactions to 20 various window views and the reasons for them. The results showed that reactions to window views of nearby façades varied, and that the negative response depended not only on a limited number of visual layers and the distance between buildings, but also on visual aesthetic.Furthermore, added greenery in the window view triggered more positive reactions than did façades without greenery. Measures for greening façades are proposed.

Glazing elements are main architectural elements that allow visible contact with the exterior. The importance of looking out the window is neglected in practice, although many studies find that it has a beneficial effect on the well-being and health of observers and increases their living and visual comfort. The purpose of this study is to determine whether there are common denominators in the selected window views, which trigger comparable responses in observers. The study used a wide range of motifs of the window view. Quantitative and qualitative shares of various elements in the motif such as greenery, distance, complexity, and narrative elements are discussed and their impact on the response of observers. Responses are obtained through survey. The analysis is performed with the SPSS tool and with the qualitative evaluation of individual elements. The study confirmed that the motive of the window view influences the subjective responses of the respondents. The comparison of responses showed a consistent response of observers to a specific element in the motive of the window view. A predominantly unambiguous response was found in the motifs, which contained narrative element and an element of fascination. Indirectly, it can be concluded that the views of the natural environment are more desirable, while the views of predominantly urban environments are less attractive.

Window views can enable restorativeness. Previous studies define characteristics of natural environment that trigger restorativeness, but fewer studies are dealing with restorative characteristics of urban environment. The purpose of this study is to identify qualities that enable restorativeness in natural and urban window views. Using a questionnaire survey as a method for obtaining the research data, responses of architectural students are analysed. To identify restorative potential in window views evaluation method according to Kaplan’s Attention Restoration Theory (ART) is used. Additional evaluation method for urban views is applied using Lynch’s theory of designing urban space that people can enjoy. Our findings show that urban views can be analysed according to Lynch’s visual qualities to identify the restorative potential of urban environments. Our findings also show that Lynch’s criteria may coincide with Kaplan’s criteria for assessing restorativeness. To define restorative potential in urban views in an early design phase, new evaluation methods are needed to transcend the renowned Kaplan’s Attention Restoration Theory into more approachable design mechanisms for designers and decision makers. Well-being of the inhabitants in a future dense urban environment will only be provided with an adequate window view.

The built environment requires ever-increasing amounts of raw material resources and at the same time bears the responsibility for the resulting waste. Waste is generated throughout the life cycle. In the initial phases it is referred to as industrial waste, while during construction, reconstruction, and demolition it is called construction waste. Construction waste is most voluminous but it also has a great potential in circular economy that aims at the closed loop cycle where already used construction materials and components are recovered as raw materials. Sustainable building principles include four basic strategies, waste avoidance, construction materials and components re-use, continued use, and recycling. The possibility of construction waste treatment and its possible recovery in the building process depends on the type of prevailing materials that are contained in building elements as well as on detachability, separability and inseparability of structural joints and components. The architect plays a responsible role in decreasing the volume of construction waste as the conception of a building represents the key factor in sustainable construction waste management. Planning a construction with a good dismantling potential at the end of the building’s life cycle includes a number of factors such as the choice of building materials with a low environmental impact, the design of detachable composite materials and structures as well as the design of mono material structures. This article focuses on waste resulting from the built environment and discusses architectural concepts with a potential of reducing the volume of construction waste and its potential recovery as a construction resource.