Pyatigorsk State University (PSU)
Pyatigorsk State University (PSU)

The date of foundation of Pyatigorsk State University is considered to be June 27, 1939, when the Pedagogical School officially became a higher educational institution. Since then, the university has undergone various changes and transformations - an increase in the number of years of study, several renamings - and officially became known as Pyatigorsk State University in 2016. Since 2005, the head of the university is Professor Gorbunov Alexander Pavlovich. By 2009, 10 faculties were formed at the university. Further, on their basis, institutes and higher schools were created, having one of the faculties in their composition. In addition, PSU is actively developing the system of pre-university, postgraduate and additional education. It has a branch in Novorossiysk. Currently, the university has 34 departments. Now Pyatigorsk State University has more than 5,500 students and 3,000 students from different regions of Russia and foreign countries. All the peoples of the Caucasus are also represented in PSU.

From the classroom to the real sector: students from the Higher School of Design and Architecture at PSU created a design project for a school in the village of Suvorovskaya as part of the "Service-Learning" program.

Students from the Higher School of Design and Architecture at PSU developed a design project for the modernization of School No. 2 in the village of Suvorovskaya in the Predgorny Municipal District. The work was completed as part of the "Service-Learning" program, commissioned by the school administration.

The student team—Anita Atabieva, Milana Kovalenko, Anna Zhugina, Igor Gazaryan, Vladislav Nazarov, and Eduard Amburtsamyan—under the direction of Elena Rubets, studied the area's features and spoke with teachers, parents, and students to create a modern and comfortable educational space.

The project is based on the idea of ​​the school as an open public space for the entire village. Today, the students' design has already formed the basis for a real-life modernization program for the educational institution.

Students encountered real-world constraints, learned to listen to the client, and found a balance between avant-garde design and respect for the context.

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