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Reflections: Analysis of management and investments in educational infrastructure, towards
multifunctional designs in prevention of health emergencies
Yonathan Mario Gonzales Ttito 1 https://orcid.org/0000-0002-8564-7983 Ruben Washington Jara
Zuñiga 2 https://orcid.org/0000-0001-5333-0845 Arturo Eduardo Melgar Begazo 2
https://orcid.org/0000-0002-1150-1519 Aron Pedro Albarran Cachay 3* https://orcid.org/0009-0001-
5195-8935
1 National University of San Agustín de Arequipa, Peru 2 Cesar Vallejo University, Graduate School,
Peru 3 Federico Villarreal National University, Peru *Contact for correspondence:
aronpedro.0506@gmail.com
Received: 05/20/2023 Accepted: 06/19/2023 Published: 07/07/2023
Abstract. Introduction: Given the level of management and investment in infrastructure In the absence of limited public
resources, educational infrastructures can be adapted to respond to health emergencies; the Covid-19 pandemic revealed the
ineffectiveness of these spaces, limiting the response to the crisis. Objective: To know the appreciation of public management
and investment in educational infrastructures towards multifunctional designs for health emergencies. Methodology: The
research with a qualitative approach, used semi-structured interviews with two specialists in each of the areas: education,
health and investments. Results: The analysis revealed the urgency of having specialists in architecture, civil construction to
adapt designs of existing educational infrastructures; or modify them on site to include key elements such as increasing the
places of contact of electrical energy for various services such as ventilation and accesses. Conclusions: The adaptability of
educational infrastructures for multiple uses is essential. Experts in structural designs will be able to optimize resources to
respond to health emergencies. Keywords: Management, public investments, infrastructure, multifunctional, health.
Reflections: Analysis of management and investments in educational infrastructures towards multifunctional designs
for health emergency prevention. Abstract. Introduction: Given the limited level of management and investments in public
infrastructure, educational infrastructures could be adapted to respond to health emergencies; the COVID-19 pandemic
revealed the ineffectiveness of these spaces, limiting the response to the crisis. Objective: To understand the perception of
public management and investments in educational infrastructures towards multifunctional designs for health emergencies.
Methodology: The research, with a qualitative approach, employed semi-structured interviews with two specialists from each
of the following fields: education, health, and investments. Results: The analysis revealed the urgency of involving specialists
in architecture and civil engineering to adapt existing educational infrastructure designs or modify them on-site to include key
elements, such as increasing electrical contact points for various services, like ventilation and access. Conclusions: The
adaptability of educational infrastructure for multiple uses is essential. Experts in structural design can optimize resources to
respond to health emergencies. Keywords: Management, public investments, infrastructure, multifunctional, health.
Reflections: Analyze the actions and investments in educational infrastructures aimed at multifunctional projects for
the prevention of health emergencies. Summary. Introduction: Given the limited level of efforts and investments in public
infrastructures, educational infrastructures can be adapted to respond to health emergencies; The COVID-19 pandemic has
revealed the inefficiency of these spaces, limiting the response to the crisis. Objective: To gain insight into public actions and
investments in educational infrastructures intended for multifunctional projects for health emergencies. Methodology: The
research, with a qualitative approach, used semi-structured interviews with two specialists in each of the areas: education,
health and investments. Results: The analysis revealed the urgency of having specialists in architecture and civil construction
to adapt the projects of existing educational infrastructures; Or modify them on site to include key elements, such as increasing
two electrical power contact points for various services, such as ventilation and access. Conclusions: It is essential to
adaptability of educational infrastructures for multiple uses. Specialists in structural design can optimize resources to respond
to health emergencies.
Keywords: Management, public investments, infrastructure, multifunctional, health.
I. Introduction
Public infrastructures, particularly those dedicated to education, have traditionally been conceived with
a sole focus on teaching and learning. However, the recent experience of global health crises has
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highlighted one of the major deficiencies in the design and planning of public infrastructures. of these
infrastructures: their lack of adaptability to be used in health emergencies. In many contexts, especially
in urban areas with high population density, educational infrastructures do not have the necessary
characteristics to become health centres or spaces that respond effectively to crisis situations.
The lack of flexibility in the design of these infrastructures means that, in the face of an urgent need for
a health response, the available resources are limited by the rigidity of existing spaces, which are not
designed to house medical equipment, offer health care or guarantee adequate ventilation and
accessibility conditions. This situation is aggravated in areas with high levels of social vulnerability,
where health infrastructures are insufficient and, in many cases, are not prepared to deal with emergency
situations.
Therefore, public infrastructure management must evolve to include a more comprehensive and
multifunctional approach in its planning. This means that, at the design stage of educational
infrastructure projects, their capacity for reconversion in times of health emergency must be considered.
Aspects such as universal accessibility, adequate ventilation, ample spaces that allow efficient and safe
circulation, and the possibility of installing medical equipment quickly and effectively, must be
considered from the beginning. These elements, which would normally be associated with health
infrastructure, must be part of the design of educational spaces to ensure that they can fulfill a dual
function in times of crisis.
Various international studies and approaches have highlighted the importance of public infrastructure
design, suggesting that buildings intended for education should be designed to be easily adaptable to
health needs in the event of an emergency. Authors such as Pérez and Ramírez (2021) and Rodríguez
and Gutiérrez (2021) advocate planning that not only responds to pedagogical needs, but also to public
health needs. These integrative approaches allow not only to improve the response capacity to
emergencies, but also to optimize public resources allocated to infrastructure, avoiding duplication of
spaces or facilities.
That is to say, infrastructure planning must be thought of not only from a sectoral perspective, but with
a broader vision that contemplates multiple uses and the capacity for rapid adaptation to exceptional
circumstances. This also implies a reflection on how public policies can guarantee that the resources
invested in the construction of educational spaces not only respond to education, but that, in the near
future, they can serve society in times of health crisis. In this way, not only the quality of education
would be ensured, but also the capacity of an infrastructure to protect the health of the population in
extreme situations.
This article explores the importance of redesigning public education infrastructure, with a flexible
approach that allows for its rapid adaptation to public health needs, without compromising educational
quality. To do so, the article analyses the relationship between investment in educational infrastructure
and its potential to be used in health emergencies, as well as the benefits of a multifunctional design that
can optimize resources and maximize the resilience of public infrastructures in the face of future crises.
The COVID-19 pandemic exposed multiple deficiencies in public infrastructure, particularly in the
health and education sectors. Throughout 2020 and 2021, many countries were forced to adapt their
infrastructure to deal with the health emergency, revealing the inadequacy of health infrastructure and
the lack of versatility in educational infrastructure. In many districts of Lima Norte, such as
Independencia, large public resources have been invested in the construction of new educational
infrastructure, but, at the same time, health institutions are insufficient, and in many cases are not
prepared to deal with large-scale health crises. Although educational infrastructure represents a
significant investment, its adaptation to also function as a health center in the event of an emergency has
not been considered.
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This article addresses the need to rethink public buildings into educational infrastructure, proposing a
flexible design that allows the conversion of these spaces to be used also in health services. This
approach seeks to take advantage of the lessons that the pandemic left on the importance of resilience
and adaptability of infrastructures, especially in emergency contexts. The proposal focuses on the
urgency of incorporating into the designs of new infrastructure projects elements such as accessibility,
ventilation, adequate lighting and spaces for the implementation of elevators and ramps, which are vital
for their multifunctional use.
The theoretical framework of this research focuses on the review of studies that have addressed the
importance of public infrastructure planning, especially in the context of health emergencies. In recent
years, several authors have pointed out the need to redesign public service infrastructures to make them
more resilient and versatile, so that they can adapt to different types of crises. Pérez and Ramírez (2021)
highlight that the resilience of urban infrastructures is a key factor to guarantee their functionality during
emergencies, such as health emergencies. These authors emphasize that infrastructure planning must
incorporate elements of flexibility, allowing buildings, especially those intended for education, to be
quickly adapted for other purposes in emergency situations. In addition, they add that infrastructure
design must prioritize durability and ease of adaptation to new uses, such as health centers.
Rodríguez and Gutiérrez (2021) delve into the adaptation of public infrastructures for post-pandemic
health, pointing out that the experience of the health crisis highlighted the inadequacy of health
infrastructures in many urban areas. The authors suggest that, following the pandemic, public
infrastructure projects should include a multi-purpose approach, in which facilities can serve both for
education and for health care in the event of an emergency. This requires an architectural design that
allows for rapid and efficient changes in the use of space.
López and Martínez (2021) address urban planning in emergency situations, suggesting that public
infrastructures should be designed with the aim of adapting to public health needs effectively. Through
their studies, they argue that infrastructure planning should integrate a broader vision, considering not
only educational uses, but also their potential to be reconverted into hospitals or health centers. This
perspective is essential to improve response capacity in emergency situations.
Sánchez and Castillo (2021) provide a critical view on the challenges of flexible design of public
infrastructures. According to these authors, although educational infrastructure has teaching as its main
objective, it must be designed in such a way that it can be converted into healthcare spaces, maintaining
a balance between pedagogical and healthcare requirements. In their study, they propose that the
adaptation of infrastructures must consider both architectural and legal aspects, ensuring that the
transformations are rapid and without major legal complications.
Torres and Herrera (2021) examine the need for the integration of educational and health infrastructures,
indicating that governments must be aware that an educational infrastructure can play a crucial role in
the response to health emergencies. The research concludes that investment in public infrastructure must
ensure that buildings are multifunctional and can adjust to public health demands without requiring
major structural reforms.
García and Fernández (2021) argue that the lack of adequate infrastructure for health and education in
areas of high social vulnerability is one of the greatest deficiencies detected during the pandemic. These
authors propose that public infrastructure should be designed taking into account possible health crises,
and that part of the resources invested in the construction of new schools should also be used to
modernize and adapt existing infrastructure for use in emergencies.
Martínez and Bravo (2021) carry out a comparative analysis of the different approaches adopted by
different countries to deal with the pandemic, and how these approaches relate to public infrastructure.
Vol.3 N°1 (2023) , [ e- 2305] MANAGEMENT - Advanced Journal E-ISSN:3028-9408 https://gestiones.pe/index.php/revista © Advanced Studies Research
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They highlight that the countries that were able to adapt their educational and health infrastructures
quickly and efficiently were those that had already planned for flexibility in the design of buildings,
allowing for multiple and agile use of spaces.
Ramos and Sánchez (2021) reflect on the lessons learned regarding infrastructure planning during the
pandemic, and suggest that future investments in public infrastructure should incorporate design
elements that facilitate their reconversion, especially in densely populated urban areas. They consider
that public infrastructures should be designed in such a way that they can take on new roles as needed.
Guzmán and Alvarado (2021) conclude that infrastructure design should be holistic, considering
possible health contingencies as part of the planning process. According to these authors, public
buildings must have the necessary characteristics to be used flexibly, and their design should include
aspects such as accessibility, adequate ventilation, and the ability to install medical equipment.
Bravo and Mendoza (2021) reinforce the idea that public infrastructures must be conceived with a long-
term vision, where not only immediate educational needs are taken into account, but also possible health
demands. They provide a strategic vision on how the design of educational infrastructures can contribute
to mitigating public health crises.
II. Methodology
The research was carried out with a qualitative, comparative and propositional approach, aimed
at analyzing the lessons learned during the COVID-19 pandemic in relation to public
infrastructure and its ability to adapt to health emergencies. With this objective, semi-structured
interviews were developed, which were conducted with six specialists in public management,
with training in key areas such as education, health and public investments. The details of the
process are described below, from the preparation of the interviews, necessary to understand
the analysis of the results.
2.1 Sample. Selection of participants : The six specialists were selected by convenience based
on a prior survey of the linked workers, on who could be the ideal professionals to provide a
specific interview, taking into account their professional and academic experience in public
management and infrastructure planning. The selection was based on their expertise in one or
more key sectors, such as education, health and investments; in addition to their knowledge of
public management in infrastructure projects, with special emphasis on adaptability to health
emergencies.
2.2. Interview design : The interviews were structured using a semi-structured approach,
allowing for flexibility in responses but guided by a set of key questions. These questions were
developed by a team of experts in public management, with the purpose of identifying the
structural weaknesses of public infrastructure during the health crisis and alternatives for its
improvement. In addition, the questions were reviewed and approved by three specialists in
management and investment in public infrastructure projects in Peru, to ensure that they were
relevant, clear and pertinent to the research objectives.
2.3. Moderation of the interviews : The interviews were moderated by a public management
expert with experience in coordinating this type of process. The moderator was responsible for
guiding the conversation, ensuring that relevant topics were covered and allowing participants
to share their opinions freely, but within the framework of the research objectives.
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2.4. Interviews : The interviews were conducted in person, setting an approximate time of one
hour for the interview with each specialist, respecting the conditions of other activities that had
to be coordinated. It was then established that the interview could be segmented in coordination
with the interviewee, ensuring that each segment was longer than 20 minutes. Each specialist
was provided with a set of questions beforehand, to facilitate preparation, but flexibility was
maintained to explore new topics that arose during the dialogue.
III. Results
The results obtained from interviews with six specialists in the fields of education, health and law reveal
several key points about public infrastructure, particularly in the education sector and its adaptation to
health crisis situations. The findings are then consolidated and improved, highlighting the problems
detected, the proposed alternatives, the benefits of multifunctional infrastructure and the contributions
to the well-being of the population, through the following concordances:
Buildings and infrastructures initially designed for educational services can be efficiently adapted to
provide health services, provided that the technical guidelines and regulations established by highly
qualified professionals in architecture, civil engineering and construction, as well as experts in the
management of infrastructure for the health sector, are followed. This adaptation process should not be
an isolated effort, but should involve the multidisciplinary collaboration of experts from both sectors:
education and health. Therefore, it is essential to establish expert committees made up of architects, civil
engineers, builders and public managers specialized in educational and health infrastructure. This
interdisciplinary team would be responsible for defining the technical guidelines and ensuring that the
structural and usage modifications are carried out efficiently and in accordance with the needs of both
sectors.
In the context of buildings that are already showing progress in their construction, it is assumed that,
although it is not a completely new construction, it is urgent to proceed with key structural modifications
and adjustments to optimize the infrastructure and make it suitable for the health sector. Among the
recommended adjustments, the improvement of the finishes and endings stands out, which should
include a greater number of electrical outlets, additional plugs, more robust ventilation systems and
more complete and efficient lighting. These elements are crucial to ensure that the space is safe,
functional and suitable for the installation of medical equipment, which requires a constant power supply
and an environment with controlled ventilation. Lighting must be sufficient to ensure the comfort and
safety of patients and healthcare personnel.
In addition to these changes, architectural designs need to be flexible and allow for rapid reconfiguration
of spaces, ensuring that they can adapt to different needs depending on the type of health emergency.
This approach to adaptable infrastructure not only responds to health crises, but can also be useful for
other purposes, such as sheltering people during natural disasters or as distribution points for resources
in emergency situations.
Coincidences in the problems detected
Experts agreed that the current educational infrastructure is rigid and not designed to adapt quickly to
health emergencies. The lack of flexible spaces and limited integration with other public infrastructures,
such as health, hinder a rapid and effective response. In addition, existing legal regulations present
barriers that prevent the conversion of schools into health centres during crises, limiting their ability to
adapt.
Alternatives and proposed solutions
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The design of multifunctional infrastructures, capable of adapting to different needs depending on the
emergency, was proposed. This would include modular spaces, allowing for rapid and effective
reconfiguration, as well as the implementation of more flexible regulations that facilitate the conversion
of educational buildings into health facilities without legal or bureaucratic complications. The
importance of collaboration between the health, education and urban planning sectors to develop joint
strategies was also highlighted.
Benefits of multifunctional infrastructure
Multifunctional educational infrastructure allows for the optimisation of public resources, as it can be
adapted to multiple purposes, such as healthcare, without the need for large investments in new
infrastructure. It also facilitates a faster response to health emergencies, reducing the overload of the
health system. It also helps reduce operational costs and improves the resilience of communities to
disasters and crises.
Contributions and benefits for the well-being of the population
The ability to transform schools into health centres improves access to medical services, especially in
rural or resource-limited areas. This can save lives and ensure better care. Furthermore, the flexibility
of these infrastructures not only favours educational continuity in times of crisis, but also contributes to
the safety of the population, reducing exposure to health risks. Finally, it fosters a sense of community
and solidarity by offering common spaces for different uses in times of emergency.
In other words, the results indicate that it is essential to rethink educational infrastructure so that it is
more flexible and capable of adapting quickly to crisis situations. Proposals for multifunctional design
and improved regulations are essential to optimise public resources and improve the capacity to respond
to emergencies, promoting the well-being and safety of the population.
IV. Discussion
The COVID-19 global pandemic has exposed the structural and operational deficiencies of
health and education systems worldwide. In many countries, and especially in densely
populated urban areas, educational infrastructure not only lacked adequate conditions to
provide a safe learning environment, but was also not designed to adapt to health emergency
situations. This vulnerability highlights an urgent need: to rethink public investments in
educational infrastructure, giving it a more versatile approach that allows for a rapid
reconversion of these spaces to be used as health centres in critical moments.
Public infrastructure management has shown that urban planning and infrastructure
construction must consider not only the current needs of the educational sectors, but also their
possible adaptation to health emergencies. Various studies point to the importance of public
infrastructures being resilient and multifunctional, especially in crisis contexts such as the
COVID-19 pandemic, where the response capacity of health systems was insufficient due to
the lack of adequate facilities. In particular, educational infrastructure projects must incorporate
accessibility features, adequate ventilation, ample spaces, electrical systems suitable for
medical equipment and facilities for the installation of ramps and elevators into their designs,
essential elements to ensure that these infrastructures can be used effectively in emergencies.
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Public investment in infrastructure is one of the key areas that governments need to focus on,
as these buildings must not only fulfil their original function of providing adequate space for
learning, but also have the capacity to be adapted to new functions, such as healthcare. This
proactive approach to infrastructure planning is indispensable to ensure that future generations
not only have access to quality education, but that infrastructure can also respond effectively to
future health emergencies.
Recent studies, such as those by Pérez and Ramírez (2021) and Rodríguez and Gutiérrez (2021),
have emphasized the need to incorporate flexibility in the design of public infrastructures so
that, in extraordinary situations, they can be reconverted for other needs, such as healthcare.
The idea of “multifunctional infrastructures” is a key concept that should guide investments in
educational infrastructure and, even more so, in those places where health infrastructure is
insufficient. Furthermore, as López and Martínez (2021) point out, the adaptability of
educational spaces must be assessed in a comprehensive manner, taking into account the
capacity to house medical equipment, cross ventilation, and the installation of energy systems
that can sustain mass healthcare in a crisis.
Below are other related comments
This article examines the execution of public works projects in a Peruvian regional government
through the results-based management approach, a highly relevant topic in public management.
The analysis highlights how this approach can improve efficiency and effectiveness in the
implementation of infrastructure projects, crucial for regional development. Garay (2022)
emphasizes that results-based management not only evaluates the fulfillment of objectives, but
also allows the social impact of the works executed to be measured. The importance of this
article lies in its ability to offer solutions to the problems of execution and sustainability of
public infrastructures in local contexts. This approach is a reference for the planning of projects
that could be better adapted to health and education needs in emergencies, given the importance
of efficient execution to respond to unforeseen events.
The study presented by Ramos (2022) offers an innovative model to evaluate work performance
and human interactions in educational environments through a questionnaire administered by
university managers. This approach is crucial for public management in universities, where
interpersonal dynamics and performance are determinants for the success of institutional
management. The article also emphasizes the need for evaluation instruments that allow a better
understanding of labor relations and their impact on educational quality. This type of proposal
is closely linked to the need to create educational infrastructures that promote healthy work
environments, which can be an important step towards greater versatility in the design of
infrastructures that facilitate their conversion into health centers in emergency situations.
Mendizábal (2022) explores the importance of psychomotor management and how this area
impacted the fundamental rights of children during the pandemic. This article shows that,
despite the restrictions imposed by the health crisis, the adaptation of educational and health
spaces to the new needs of children must be a priority. In terms of public management, it is
crucial that both educational and health infrastructures are designed to offer a comprehensive
response to the demands of children in emergency situations. This perspective makes it possible
to strengthen the design of infrastructures capable of responding more effectively to health
emergencies, especially if flexibility in the use of space is incorporated.
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Caján (2022) examines the working conditions and motivation of nurses in a hospital,
addressing key aspects for the efficient management of human resources in the health sector.
Working conditions in the healthcare sector have a direct impact on the quality of health
services, so understanding how to improve worker motivation is essential to ensure rapid and
effective responses during health emergencies. Public health management must consider these
aspects to design not only adequate infrastructures, but also strategies that strengthen the
motivation and commitment of healthcare personnel, especially in crisis situations.
Barreto (2022) analyses the effects of overwork on health personnel, a critical issue for public
management in health crisis situations. The research highlights the importance of optimising
human resources in the health sector, considering the well-being and working conditions of
staff. This article provides valuable elements to rethink the way hospital infrastructures should
be designed, ensuring that spaces not only respond to the needs of patients, but also to the well-
being of staff. The resilience of health systems depends, to a large extent, on an infrastructure
capable of maintaining adequate working conditions for those managing emergencies.
The article by Barrios and Rodríguez (2019) addresses urban planning and health emergency
management, proposing a comprehensive approach to mitigate the impacts of crises. In a global context
of increasing vulnerability to health emergencies, the authors highlight the need for resilient
urbanization, where public infrastructure and services are adaptable to unforeseen situations. This
approach is essential to ensure that cities can respond effectively to health crises, protecting both the
population and critical infrastructure.
González and Vega (2019) present an analysis on urban resilience and infrastructure management in
health emergency situations. The article highlights the importance of preparing cities for unexpected
crises, focusing on the robustness of infrastructures and their adaptive capacity. Urban resilience,
according to the authors, should not only involve recovery capacity, but also proactive planning that
contemplates future challenges. This perspective is key to improving public management in times of
crisis, guaranteeing basic services on an ongoing basis.
Martínez and Paredes (2018) reflect on the adaptation of educational infrastructures in times of crisis,
focusing on lessons learned from the 2017 earthquake. The research highlights how educational
infrastructures must be designed to be flexible and resilient to disasters, not only to ensure the continuity
of teaching, but also to function as shelters in emergency situations. The authors highlight the
importance of integrating these lessons into future planning to better deal with any natural or health
crisis.
Pérez and Morales (2018) address the relationship between public infrastructure and its adaptation to
climate change in the context of health emergencies. The article highlights the need to redesign
infrastructure to be more resilient to the effects of climate change, especially in situations of public
health crises. Through a detailed analysis, the authors show how well-planned infrastructure can
minimize the impacts of emergencies and facilitate a more effective response, helping communities
adapt to future changes and crises.
Espinoza (2022) explores how the organizational climate influences user satisfaction in a
municipality, a relevant topic in public management. This article highlights that the quality of
user care, especially in emergency situations, depends largely on a favorable organizational
climate. User satisfaction in a hospital or educational center, for example, is directly linked to
the working conditions and spaces in which these services are provided. The authors propose
that public infrastructures should be designed with an approach that also considers
organizational well-being, facilitating a rapid and efficient response to emergencies.
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Seminar (2022) proposes a socio-critical model for the management of physical activities in
university students. This model focuses on the development of physical skills within a social
and educational context, highlighting the importance of a comprehensive education. From a
public management perspective, this approach can be key to rethinking the design of
educational spaces that facilitate physical activity and social interaction in crisis situations. The
proposal also suggests that educational infrastructures should incorporate multifunctional
spaces that promote both physical education and other social and health needs in times of
emergency.
V. Conclusions
That is to say, the adaptability of educational infrastructures for use in the health sector is a viable and
necessary strategy, but it requires the active collaboration of experts in both sectors, the design of
modular structures and the incorporation of technical improvements in the finishes of the buildings. This
integrative vision not only optimizes public resources, but also strengthens the capacity to respond to
emergencies, improving the efficiency and effectiveness of educational and health services during
critical situations.
Contributions : This study makes important contributions to the way public infrastructures should be
planned and designed, suggesting that future investments in educational infrastructures should be
thought out not only for the exclusive use of the educational sector, but also to be quickly converted into
health facilities in case of emergency. In addition, it suggests that the versatility of infrastructures should
include not only the possibility of adapting spaces, but also the integration of technological and
architectural systems that allow
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Conflict of interest : The authors declare that they have no conflict of interest.
Co-author contributions: All co-authors contributed to this article.
Research funding: With own resources.
Declaration of interests: The author declares that he has no conflict of interest that could have
influenced the results obtained or the proposed interpretations.
Informed consent statement: The study was carried out in accordance with the Ethical Code and good
editorial practices for publication.
Vol.3 N°1 (2023) , [ e- 2305] MANAGEMENT - Advanced Journal E-ISSN:3028-9408 https://gestiones.pe/index.php/revista © Advanced Studies Research
Reflections: Analysis of management and investments in educational infrastructures towards multifunctional designs for health emergency prevention. ==
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