“NEW HOME” CONCEPT AS A PART OF HUMAN-CENTERED PEDAGOGICS

Abstract

The article explores the “New Home Concept” as an emerging framework within human-centered pedagogics, emphasizing the pedagogical value of supportive, emotionally resonant, and context-responsive environments. Drawing on contemporary insights from neuroarchitecture, environmental psychology, and community-based design, the study argues that the meaning of “home” extends far beyond physical shelter. Instead, it represents a multidimensional learning ecosystem that shapes cognitive capacities, emotional regulation, creativity, and social development. Based on the author`s experience and model of transforming houses into holistic, human-supportive environments, the article conceptualizes the home as a pedagogical space where learning processes are embedded in everyday spatial, sensory, and social experiences. The study analyzes four interrelated design principles (emotional resonance, functional harmony, community integration, and adaptive sustainability) as educational mechanisms that cultivate a person`s well-being, autonomy, and intergenerational interaction. Special attention is given to the needs of neurodiverse individuals, whose sensory and cognitive profiles require flexible, predictable, and inclusive environments capable of minimizing stress and enhancing learning engagement. The article further examines the pedagogical significance of natural elements, shared community hubs, and adaptive technological solutions, arguing that such components can function as catalysts for place-based and experiential learning. The “New Home Concept” is presented as an educational paradigm that repositions the living environment as a co-teacher: one that supports the development of personal competencies, social connection, and long-term well-being.