In the era of progressive technological and social development, housing environment should respond to actual demands of modern society, with the idea of flexibility and adaptability as the key parameters of sustainable living. Application of the flexible elements in the interior provides a variety of spatial interpretations of the residential unit that can be determined by an architect or by users, depending on the applied design concept. The degree of achieved spatial flexibility will depend on the degree of independence of moveable elements within the unchanging structure of the apartment. Appropriate selection and analysis of the certain number of projects and realizations in the field of flexible housing, points to the diversity of motives of flexible elements application and considers the impact of applied design approach on the interpretation of residential environment. Different social, political and economic circumstances in which the individual examples emerged are also taken into consideration.

Changes in the existing urban structures that result in obsolescence and abandonment of buildings, open up the opportunities for an alternative use of the existing building fund which would be in line with the current needs and aspirations of today. Conversion of obsolete buildings to residential buildings might be an optimal solution for the social and demographic changes that continuously influence and intensify the demands for new housing. The paper points out the quality of this approach and explores the extent to which conversion of obsolete buildings for residential uses may be a valid tool in sustainable development strategy.

Viewed historically, for a thorough understanding of the development of pedagogical concepts it is necessary to study all important contextual elements that have contributed to the achievement of certain conditions under which educational work with students occurred, and to study all the qualitative components that lie at the essence of this pedagogical process.This paper examines the interdependence of pedagogical movements and classroom environment for the elementary education in the European historical context. The authors' analysis of historical trends in the development of pedagogical ideas and movements has identified two influential currents, in which implications related to the origins and final form of the highlighted school architecture in Europe have been analyzed.The key finding of this study is that, given the different socio-cultural circumstances, the level of development of the classroom in Europe is conditioned primarily by the continuity and quality of perception of pedagogical movements, as related to the appropriate environment in which the pedagogical process is to be implemented.

Recognizing the uncertainty of future city development is the basic starting point of sustainable urban planning. Flexibility in design enables the development of "age-friendly cities", reducing the risks of functional failures caused by changing living circumstances. Planning strategies that enable adaptation of the system to changing environmental, functional, social and technological conditions are essential to the long service life and the resilience of buildings and hence to sustainable city development. This paper considers the implementation of flexible design strategies within the concept of sustainability, defined as a key tool of urban renewal and resilient city development. Value-enhancing flexibility in urban and architectural design is an essential resource for all participants of integrative city development: designers, managers, financial analysts, investors, regulators and academics. Considering this, it is essential to support the flexibility in both conceptual and legislative framework of sustainable urban strategies.

As a consequence of expanding functions of primary schools, the manifestation of social facilities represent an indispensable part of the spatial framework of contemporary pedagogical process with a specially pronounced social component. Irrespective of the size of the school, high level of usability and connectedness of all areas which are often consequentially multifunctional in character, represents one of the basic ways for overcoming of rigid spatial-functional volumes characteristic for architectonic design of traditional schools. In the paper, an analysis of three possible dispositions of social functions was done - of central, linear and dislocated. Conditioned by specific influential factors, for each of the spatial dispositions, functional characteristics have been systematized. On their basis, it was concluded that in optimal conditions of architectonic organization of primary school, application of central disposition can to the best measure contribute to achieving the spatial-functional quality of social functions