Analysis of Skill-Based Training and Its Impact on Enhancing Self-Confidence of Working Boys Aged 12–18 for Social Participation (Applied Case: Design of a Residential–Educational Complex for Child Laborers in Rafsanjan)
Subject Areas : َArchitectureعلیرضا غفاری 1 * , Elahe Asadi Kamalabadi 2
1 - گروه معماری، واحد رفسنجان، دانشگاه آزاد اسلامی، رفسنجان ، ایران
2 - Architecture, Faculty of Architecture, Islamic Azad University, Rafsanjan, Iran/Islamic Azad University, Rafsanjan, Iran
Keywords: Architectural design, improving the level of social skills, increasing self-confidence, accommodation for working children.,
Abstract :
In today’s world, skill-based education is recognized as one of the most effective tools for social and individual empowerment, particularly for vulnerable groups such as child laborers, who constantly face extensive psychological, economic, and social challenges. Child laborers, as one of the most disadvantaged groups in society, require support and empowerment through skill-based training. Accordingly, the main objective of this research is to analyze and examine the role of skill-based education in enhancing self-confidence and promoting social participation among child laborers, through the design of a residential educational complex specifically for working boys aged 12 to 18 in Rafsanjan.This study is applied in nature and purpose, descriptive–analytical in methodology, and in the field section it follows a survey approach. The statistical population of this research consists of child laborers aged 12 to 18 in Rafsanjan. To determine the sample size, Cochran’s formula was applied to ensure scientific accuracy and an appropriate confidence level in selecting the participants.The findings of this study indicate that providing appropriate physical and educational infrastructures for child laborers, particularly boys, not only reduces psychological harm and enhances their self-confidence but also creates opportunities for empowerment and more effective participation in the city’s social and cultural environments. By conducting this research, the integration of architecture and social-psychological interventions offers a practical model for designing residential–educational spaces aimed at supporting children’s rights and promoting social justice.
Extended Abstract
Introduction
Children are among the most sensitive and impressionable age groups in society, spending the most critical years of their lives, the period in which their physical, mental, social, and personal foundations are established, engaged in labor instead of typical childhood activities. Economic hardship, poverty, and the need to support themselves or their families force these children to leave the safe confines of home and enter broader social environments. Consequently, these “small adults” require special attention regarding cognitive skill development, creativity, mental health, conflict resolution, behavioral guidance, and internalization of societal values. Working children often lack equal educational and social opportunities, which diminishes their self-confidence and limits social participation. Skill-based education can serve as an effective tool to enhance their personal and social capacities. This study aims to analyze the educational components for working children to develop spatial design criteria. By formulating planning strategies and supportive frameworks, the research seeks to design a residential-educational complex for boys aged 12–18 in Rafsanjan, focusing on skill development to boost self-confidence and social engagement.
Methodology
This study is applied in nature and employs a descriptive-analytical methodology with a field-based, survey approach. The statistical population consists of working children, specifically boys aged 12–18 years, in Rafsanjan. Using Cochran’s formula with a 5% margin of error, 95% confidence level, and an estimated proportion of 0.5, the sample size was calculated as 98 individuals. Data were collected via a researcher-made questionnaire covering individual (age, gender, education, family status), social (interactions with support organizations, living conditions, social relationships), and economic (job type, working hours, income, insurance, economic support) variables. Content validity was confirmed by social science experts, and reliability was verified with a Cronbach’s alpha of 0.82. Collected data were subsequently analyzed statistically.
Results and discussion
This study focuses on the design of a residential-educational complex for working children with a capacity of ۱۳۰ individuals, aiming to empower them, provide vocational training, and enhance their social participation. The main spaces include administrative buildings, dormitories, educational and assembly buildings, workshops, sales booths, green and sports areas, and security facilities. Unlike traditional systems, each child, accompanied by a caregiver, resides in an independent apartment unit with a bedroom, living room, and kitchen, creating a home-like and secure environment. The inclusion of temporary housing (quarantine), collective and small living spaces, a central courtyard, natural light, plants and green roofs, and gathering areas promotes safety, a sense of belonging, socialization, and improved well-being among the children.Correlation test results indicated a significant relationship between environmental components and children’s mood (r = 0.868, p < 0.01), and a direct and meaningful relationship between architectural standards and children’s self-confidence (r = 0.799, p < 0.01). Descriptive index analysis showed that the variables of environment, architecture, self-confidence, and talent manifestation fall within the medium to strong range. These findings emphasize that an environment designed according to psychological, social, and spatial principles can enhance the quality of life for working children and facilitate their personal growth and development.
Conclusion
Every architectural design process requires adherence to fundamental patterns, dimensions, and standards derived from scientific research and practical experience. These principles not only facilitate the design process and determine the required services but also directly impact the functional quality of the space and its optimal use. The results of the present study indicate that curved and soft forms, due to their visual calming effect and psychological security, are suitable for designing spaces for working children. The use of sloped surfaces and controlled height variations reduces fear and adapts spatial scale to the physical and psychological conditions of children. The arrangement of spaces, with the inclusion of a central courtyard, creates a safe and controllable environment while enhancing a sense of belonging and security. The children’s house, as an educational and supportive space, not only fosters the reconstruction of individual and social identity but also provides opportunities for economic empowerment and skill-based training, facilitating the growth and personal development of the children.
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