Abstract: In this article, the authors describe the role of workshops as a tool in educating school students about
space and building accessibility. The aim of the research outlined in this article was to demonstrate that a properly
selected workshop programme constitutes an effective tool in contemporary education at a high-school level. Within the
Accessibility Hub project, workshop-based classes were held at Kielce University of Technology in Kielce, Poland,
in a specialised laboratory dedicated to universal design. Each stage of the workshop is described in the article.
A survey was conducted among young people aged 16-17, from high schools in Kielce, Poland to gauge their awareness
of accessibility prior to, and after the workshop. Results from the workshop illustrate a significant increase in the
knowledge of universal design, which demonstrates the effectiveness of the workshop’s aims to enable participants to
apply the theoretical knowledge gained into practice, increase their interest and engagement, support the absorption of
new information and foster the drawing of individual conclusions.
B I B L I O G R A F I A1.WHO, International Classification of Functioning, Disability and Health (ICF), 15 April 2023, https://www.who.
int/health-topics/disability#tab=tab_1
2. Americans with Disabilities Act - Standards for Accessible Design (2010).
3. Goldsmith, S., Designing for Disabled. London: RIBA (1969).
4. Centre for Universal Design (CUD). The Principles of Universal Design, Version 2.0 - 4/1/97, North Carolina
State University (1997).
5. Preiser, W., Universal Design Handbook. (2nd Edn), McGraw-Hill Education (2010)
6. Markiewicz, P., The role of international student workshops in the process of educating architects - Integrated
Energy Design. Global J. of Engng. Educ., 19, 3, 256-261 (2017).
7. Gronostajska, B. and Berbesz, A., Universal design in the education of architecture students. World Trans. on
Engng. and Technol. Educ., 18, 3, 345-349 (2020).
8. Paszkowski, Z. and Gołębiewski, J., International design workshops as an intensive form of architectural
education. World Trans. on Engng. and Technol. Educ., 18, 1, 51-56 (2020).
9. Gil-Mastalerczyk, J., Impact of engineering education on sustainable local architectural practice. World Trans. on
Engng. and Technol. Educ., 18, 4, 473-478 (2020).
10. Brooks-Harris, J.E. and Stock-Ward, S.R., Workshops: Designing and Facilitating Experiential Learning. United
States of America: SAGE Publications Ltd. (1999).
11. Haupt, P., Architectural education for primary school students mentored by university students. World Trans. on
Engng. and Technol. Educ., 17, 4, 454-458 (2019).
12. Kurak Açicia, F., Ertaşb, Ş., Arasc. A. and Özdemir, I.M., Vocational training process and master-apprentice
relationship. Procedia - Social and Behavioral Sciences, 122, 495-499 (2014).
13. MacBeath, J., Future of teaching profession, a summary of issues from the 2012 Cambridge seminar Leadership
for Learning The Cambridge Network, Cambridge (2012).
14. Cachia, R., Ferrari, A., Ala-Mutka, K. and Punie, Y., Creative Learning and Innovative Teaching: Final Report on
the Study on Creativity and Innovation in Education in the EU Member States, JRC Scientific and Technical
Reports (2010).
15. Sadykova, S., Semenyuk, O., Khyan, E. and Kuc. S., Development of students’ creative skills through
architectural workshops. Global J. of Engng. Educ., 18, 3, 223-231 (2016). 
Pełny tekst