ASPECTS OF HUMAN ENVIRONMENT DESIGN IN UNIVERSITY BUILDINGS OF KYIV (1970–1991) AND THEIR ACCESSIBILITY FOR PEOPLE WITH LIMITED MOBILITY

Abstract

The aim of the study is to analyze the architectural features of human environment design in university buildings in Kyiv constructed between 1970 and 1991, from the perspective of accessibility for people with limited mobility. The research seeks to identify characteristic design solutions and determine their impact on the further development of an inclusive educational environment. Human environment design is examined as an anthropocentric approach that integrates physical, psychological, and social aspects of human-space interaction, going beyond traditional understanding of physical space to encompass ergonomics, proxemics, and environmental psychology. A comprehensive analysis was conducted of three representative university buildings in Kyiv built during 1970–1991, focusing on accessibility for people with limited mobility. The methodology combines comparative analysis of design solutions, field surveys, and examination of period regulatory frameworks (SNiP II-60-75). The study identifies systemic limitations of Soviet design paradigm: absence of ramps (100% of examined buildings), inaccessible vertical communications (stairs without proper handrails), lack of adapted sanitary facilities and navigation systems for people with visual or hearing impairments. The research reveals dominance of the medical model of disability that promoted segregation of people with special needs in specialized institutions. Comparative analysis of the Faculty of Radiophysics at KNU (1975), Faculty of Architecture at KIBI/KNUCA (1982), and Institute of International Relations at KNU (1979–1986) demonstrates significant gaps between Soviet-era design practices and contemporary universal design principles. The findings indicate that 80–90% of educational spaces remain inaccessible without major modifications. The research has practical significance for developing adaptation strategies for existing educational buildings and forming new approaches to educational space design in Ukraine. The study contributes to understanding the evolution from segregated to inclusive educational environments and provides evidence base for policy recommendations on creating truly inclusive human environments in higher education institutions.