The Croatian–Hungarian Bilingual Primary School of Szentpéterfa is a truly special place: it embodies both Croatian and Hungarian cultural roots while also conveying the values of 21st-century pedagogy. The village, a community of only a few hundred people in Vas County, has preserved its bilingual traditions for centuries. The inauguration of the new school building is a milestone – not only locally, but on a national level as well.

As school leader Anna Tímár-Skrapits put it:

This building serves both learning and community. It is not only our school that has been renewed, but also the heart of the village.

The new building was designed by CAN Architects, who also integrated international trends in school architecture. The result is a building that is not only practical but also symbolic – the architectural embodiment of inclusion, openness, and a democratic community spirit.

For the participants of the study visit, the experience was twofold: on the one hand, they were impressed by the variety of modern spaces; on the other, they were deeply moved by the strong sense of belonging with which children and teachers relate to their school.

You can feel in every corner that this house belongs to them – the children’s artwork, the colours, the light, and the playful elements all show that genuine community life takes place here.

– one observer summarized.

The heart of the building: community and multifunctional spaces

The school’s central space, the atrium, immediately captivates visitors. It is a bright, open area that serves simultaneously as a corridor, meeting point, and the venue for festive events. The architects intentionally designed the classrooms and corridors to be organized around the atrium, so that everyday life naturally flows into this shared space.

Several study visit participants highlighted the atmosphere of the atrium:

The spatial freedom we experienced here is encouraging. Children have the opportunity to be together, talk, and play during breaks, while teachers also remain close to them.

The atrium can be expanded with a movable wall to connect it with the adjoining classroom, making it ideal for conferences, community projects, or larger events.

One of the key elements of the architectural concept is the organization into “small schools”: each wing forms a smaller community unit where classes use their own corridors and shared spaces. This type of spatial arrangement strengthens the sense of homeliness and supports the development of personal relationships.

New learning spaces: classrooms with nooks and flexible forms

The design of the classrooms is equally remarkable. Instead of traditional layouts, the school has so-called “classrooms with a nook” that support a wide range of learning methods. The L-shaped and widened rooms provide opportunities for group work, differentiated teaching, and project-based learning.

One participant of the study visit summed it up this way:

The flexible furniture, the flow of natural light, and the decorations made by the children show that learning is not closed, but living and changing.

For the lower grades, small “nooks” connected to the classrooms – with soft flooring and natural light – bring playfulness into everyday school life. For the upper grades, the “rotating classrooms” are freely adaptable spaces that adjust to pedagogical methods and foster students’ independence and creativity.

Homeliness and identity in the school spaces

One of the greatest strengths of the school is that it is not merely a functional building, but also a welcoming environment. Plants, colourful decorations, and children’s work are present everywhere. This not only enriches the visual experience but also strengthens community bonds.

The walls are decorated with Croatian and Hungarian motifs, conveying the pedagogical message of bilingual education. As the school leader emphasized:

It is important for us that children proudly embrace their Croatian or Hungarian roots, and that the two identities reinforce each other. In every space of the school, we aim to communicate this message.

In the community spaces, playful furniture, ping pong tables, and seating areas await the children, while the schoolyard offers a playground and outdoor resting places. Teachers also pointed out that displaying students’ projects in shared spaces makes their efforts “visible” and strengthens the sense of recognition.

Innovation and digitalization in everyday life

The spaces of the Szentpéterfa school are built not only on tradition and community, but also on preparing for the challenges of the future. Modern science laboratories, computer and robotics classrooms, as well as both digital and traditional boards allow learning to take place in diverse forms.

One participant in the study visit puts it this way:

It is fascinating to see how digital technology becomes part of everyday life, while children can also learn close to nature in the school garden.

In the lower grades, sinks installed in the classrooms enable creative and hands-on activities such as painting, giving children the chance to explore the world in spontaneous and imaginative ways.

Acoustic solutions – such as white-painted heraklith panels and the use of textiles – contribute to a calm, focused working atmosphere, which is especially important in the community spaces.

The story of the building’s design

The opening of the new school building was preceded by a long wait: for decades, the village community dreamed of having a modern, unified campus. The old buildings had become outdated and difficult to maintain, and teachers were forced to commute between them constantly.

The new building, handed over in 2023, was made possible thanks to an approach that prioritized dialogue between architects and the local community. Although limited financial resources meant simpler solutions had to be used – such as plastic windows and polystyrene insulation – the end result is still a modern and inspiring facility.

As the school leader put it:

We have received a building that can measure up to world-class standards in both pedagogical and architectural terms. We are proud to teach and learn here.

Children were also involved during the construction: on the day of the site layout, they drew the outline of the very first classroom on the ground with lime powder. This gesture created a deep emotional attachment that still defines the way students relate to the building today.

Lessons and messages for other schools

The study visit to Szentpéterfa clearly demonstrated that well-designed spaces have a profound impact on both learning and community life. The building is not only a tool but also a pedagogical factor in itself. Its inclusive, bilingual, and community-centered approach can serve as a model for other institutions.

As the school leader expressed:

For us, the Szentpéterfa school is not only a location but a lesson: community, identity, and learning can coexist if the spaces truly support them.

Within the LEARNITECT project, this school also contributes to the shared knowledge base developed by Hungarian, Italian, and Portuguese partners. Examples like this provide inspiration for teachers, school leaders, and architects alike – ensuring that the schools of the future truly serve the well-being and development of children.

Partners

• Magyar Digitális Oktatásért Egyesület (Hungary – co-ordinator)
• IAL Toscana Innovazione Apprendimento Lavoro srl. Impresa Sociale (Italy)
• Previform – Laboratório, Formação, Higiene e Segurança do Trabalho, Lda (Portugal)
• Learnitect Design Kft. (Hungary)

Project duration: 1 September 2023 – 31 August 2025

Grant amount: EUR 60,000

Grant Agreement No.: 2023-1-HU01-KA210-SCH-000152699

LEARNITECT – Az innovatív tanulási tervezés és inkluzív tanulási terek találkozása c. projekt (Hungarian)

LEARNITECT – Meeting of innovative learning design and inclusive learning spaces (ENG)

Co-funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the European Education and Culture Executive Agency (EACEA). Neither the European Union nor EACEA can be held responsible for them.

GA Nr.: 2023-1-HU01-KA210-SCH-000152699.

With the main partner of the project, the Hungarian Association for Hungarian Digital Education, and with partners Learnitect Design Ltd (Hungary),  Previform Lda (Portugal) IAL Toscana carries out the project activities, financed by Erasmus Plus programme.