Reimagined learning environments: adaptive reuse in education

In the decades-long push to create more sustainable and efficient university campuses, the most overlooked resource may be the buildings already standing.

That was the central theme explored by Hassell at this year’s TEFMA conference, where we outlined how adaptive reuse can transform outdated university spaces into hubs for modern learning and student life. By choosing to revitalise existing structures rather than demolish them, institutions can dramatically reduce both embodied carbon and demolition waste, all while improving operational efficiency.

Universities across Australia and internationally are facing a pressing challenge: how to adjust their existing facilities to meet the demands of contemporary teaching, research, and campus life. Many campuses are grappling with a backlog of maintenance and buildings that no longer align with the way students learn and engage — particularly after the seismic shift brought about by the COVID-19 pandemic. It’s a challenge underscored by TEFMA benchmarking data, which reveals that 42% of university buildings are rated either ​‘fair’, ​‘poor’, or ​‘very poor’, with the ​‘very poor’ rating having tripled since 2017.

And while the pandemic is over, the ways in which students learn and engage on-and-off campus has shifted and universities must keep up with this evolution to retain enrolments and help students achieve best results. This calls for long-term thinking. Designs must not only meet immediate needs but also anticipate the evolving requirements of education, sustainability, and social connection. Adaptive reuse provides solutions to address these challenges — reimagining and repurposing existing assets rather than starting from scratch.

Here, we highlight a number of education projects across our studios with holistic yet different approaches to adaptive reuse, each delivering measurable benefits in sustainable outcomes, reduced embodied carbon and improved social connections.

MICHAEL KIRBY BUILDING, MACQUARIE UNIVERSITY

On Dharug Country in Sydney, the Michael Kirby Building at Macquarie University demonstrates how adaptive reuse can support social sustainability. Once an underutilised asset, the building was redesigned to provide vibrant, flexible spaces that encourage students to reconnect with campus life, and since opening, enrolment rates for the law faculty are up considerably. A new naturally ventilated top-lit atrium creates a sense of openness and interconnectivity. Supporting wellbeing the atrium houses indoor and outdoor gathering spaces that encourage interaction and the exchange of ideas. Addressing the university’s evolving needs, internal spaces are designed at various scales for adaptable use over time. Inspiring collaboration and interaction, the building has become a social catalyst — helping to bring students back to the physical campus after years of online study.

BIRCH BUILDING, AUSTRALIAN NATIONAL UNIVERSITY

The revitalisation of the Birch Building at ANU, located on Ngunnawal and Ngambri Country in Canberra, resulted in flexible, research and interactive spaces designed to support diverse teaching modes while remaining easily reconfigurable to meet the evolving needs of the expanding faculty. Originally built in the 1960s, the existing heritage fabric was preserved, and the structure was carefully reworked to integrate modern teaching and research facilities while retaining its robust concrete frame. The project avoided the embodied carbon of a complete rebuild and is now a cutting-edge facility that reflects its heritage and the forward-looking ambitions of the university.

UQ STUDENT CENTRAL, THE UNIVERSITY OF QUEENSLAND

If done well, adaptive reuse can position for long-term master plan strategies, while addressing immediate space needs. At The University of Queensland’s Student Central on Yuggera and Turrbal Country in Brisbane, the transformation of three adjoining campus buildings into a collection of cohesive indoor and outdoor student spaces has resulted in a vibrant, inclusive hub that provides student support services and celebrates campus life. Once-enclosed rooms are now subtropical landscapes, inviting students to seek help in calm, connected environments that dissolve traditional service barriers. Outdoor rooms, shaded plazas, and garden terraces extend learning and wellbeing support beyond walls, creating a civic yet welcoming setting where students naturally gather. This strategic ​‘inside-out’ approach revitalises existing structures while delivering a relaxed fit-for-purpose setting that contributes to sustainable social, environmental and economic outcomes that enhance the quality of life for students and are ready for future adaptation when the time comes.

ELECTRICAL ENGINEERING BUILDING, UNIVERSITY OF NSW (UNSW) 

At UNSW, the reinvention of the 1960s Electrical Engineering Building on Bedegal Country in Sydney is another example of how adaptive design can ensure the conservation of heritage buildings while strengthening the campus life of today. Hassell’s considerate redesign unlocked the building’s robust structure, flooding interiors with daylight and extending activity to terraces, bay windows, and an outdoor amphitheatre for informal learning. State-of-the-art labs, flexible teaching areas, and energy-efficient systems sit comfortably alongside mid-century character, creating a lively, sustainable hub for the next generation of engineers. What was once a dated landmark is now a connected, hard-working anchor at the heart of campus.

The above examples are just some of the ways adaptive reuse can transform underutilised educational facilities into thriving learning spaces for the next generation of campuses. Through strategic adaptation of existing assets, we can improve space usage , increase flexibility, unlock master plan opportunities, and enhance the student experience. We can create more sustainable, socially engaging, and adaptable facilities — ensuring they remain places of innovation and connection well into the future.