Spatio-environmental attributes of place making in an intergenerational live and learn campus

Intergenerational solidarity is globally being seen as the key to enabling inclusive, safe, and sustainable cities and communities, especially for children and seniors. Owing to this, intergenerational shared sites are gaining traction in Australia as a spatial nexus for combatting age segregation among seniors, children, and youth. While the existing research has focused on shared sites that co-locate senior care facilities with childcare institutions, there is a lack of research on intergenerational living and learning campuses (ILLCs) that co-locate schools with aged care facilities (ACFs) to foster interactions between seniors and teenagers, particularly from a spatio-environmental lens. Using a single-case study approach based on interviews using photo-elicitation and observations, this research empirically studied the case of an ACF co-located with a middle school in Australia. The findings reveal the key spatio-environmental attributes of place making for ILLCs at a micro, meso, and macro level and opportunities, barriers, and considerations for place making in the context of ILLCs.