Assessment of the Role of Schools within the Historical Fabric of Ardabil in Urban Sustainable Development with an Emphasis on Livability and Spatial Justice Indicators

Objective This study investigates the role of schools located within the historical urban fabric of Ardabil in promoting urban livability, spatial justice, and sustainable urban development. It aims to clarify how these institutions, beyond their educational role, function as socially connective elements that contribute to the vitality, cohesion, and identity of historic urban environments.
Method Given the multidimensional nature of the research, a mixed‑methods approach was adopted. Both quantitative data and qualitative attributes were analyzed using indicators such as accessibility, spatial quality, land‑use diversity, and service distribution patterns. These indicators were used to examine the functional and spatial roles of schools embedded within the historical fabric of Ardabil.
Findings The results indicate that schools located in historical urban fabrics—particularly heritage schools—can function as social anchors and cultural–environmental catalysts. They contribute to the creation of active urban spaces, strengthen social interactions, help preserve collective memory, and support a more balanced distribution of urban services. In this way, they enhance urban vitality and reinforce social and spatial cohesion within historic neighborhoods.
Conclusion Schools within historical urban fabrics represent important multifunctional elements that can support sustainable urban development. Their preservation and strategic integration into urban regeneration and planning initiatives can reinforce social cohesion, strengthen local identity, and improve spatial equity. Therefore, recognizing the multifaceted roles of these schools should be considered a key component of policies and strategies aimed at revitalizing historic urban areas.