The Aga Khan Academy, Mombasa is an IB international school situated by the stunning Likoni Channel in Mombasa, Kenya. As the first school in the Aga Khan Development Network’s (AKDN) chain of academies, its design and philosophy have made a lasting impression on its staff and students. His Late Highness Aga Khan IV, the founder and visionary behind the schools, shared his philosophy, commonly known as ‘Excellence in Education’, which is the core of what the school embodies. These words by His Highness capture the essence of his vision: “Educating effective future leaders is a high responsibility…. We must rise above the antiquated approaches of earlier days and instead infuse our students with what I would call three “A’s” of modern learning: the spirit of anticipation, the spirit of adaptation, and the spirit of adventure. This will happen best in learning environments which are both serious and focused on the one hand, but which are also joyous and inspiring places, operating on the cutting edge of pedagogy and knowledge. To create such environments will be the central mission of the Aga Khan Academies in the years ahead.” His Highness’ vision successfully began with the Aga Khan Academy, Mombasa, and continues to grow globally.
Student Experiences
Echoing His Highness’ idea, the architects upheld the thought that the Aga Khan Academy (commonly referred to by students as AKAMom) should not only excel academically, but also in terms of design, as they believed that the physical space would powerfully shape a student’s educational experience. Built in 2003, the academy was ahead of its time in recognising that education isn’t shaped solely by academics and capable teachers, but also by the environment. It opened up a discussion on how different aspects of a school, including design and philosophy, can help maximise the potential of its students.
The academy was intentionally designed to provide distinct experiences in specific areas of the school. For example, in the three-story library, each floor offers a different experience. The first floor is designated for browsing books and recreational use, featuring a large chessboard and comfortable benches for group discussions. The second floor is designated for quiet and intense study, with an air-conditioned room that is closed off to minimise distractions. The third floor is for large gatherings and meetings, but is also used for quiet study. In essence, the library offers a space for both studying and unwinding, accommodating various learning styles and preferences. The spatial balance between individual and collaborative spaces shows that education is no longer a silent, passive process. It is equally influenced by play, discussion, and collaboration, all of which can be supported or suppressed by the environment.
Memory Moments
As the AKDN is a global network, the academy is both a day and a residential school. It features six state-of-the-art residences home to around 300 students. The social opportunities between both groups are usually limited to school hours, so to prevent a social separation, the idea of ‘memory moments’ helps bridge this gap. This concept, created by the architects, is that some spaces could facilitate emotionally resonant moments that would stay with students long after their graduation.
These versatile areas have been effective, with students forming core memories in these spaces. For example, the bandas in the courtyard, situated between the classrooms and the field, serve as casual after-school semi-open social nodes where students meet and unwind. During school hours, they are used as both a lunch spot and a study area. Other popular areas include the amphitheatre for school gatherings, lunch tables overlooking the sea, and sports field bleachers. Spaces that are adaptable and emotionally safe create the conditions for making memories and sharing moments.
AKAMom has its sister schools around the globe: in Maputo, Hyderabad, and Dhaka. While unity and coherence exist in all the schools’ design in the network, each has rooted its design in the local culture and context, which is what makes each academy unique. AKAMom reflects local Swahili architecture exceptionally well. Influenced by local construction materials and design, the buildings are built with locally sourced coral stone and detailed with Swahili decorative motifs. Like Swahili homes, the designers took advantage of the strong drafts from the Likoni channel by orienting the residences and classrooms in that direction to passively cool them, thereby reducing their reliance on artificial cooling. The touch of Swahili architecture not only helps the academy reflect its regional roots and ground itself within its context but also contributs to its sustainability and functionality.
AKAMom’s design demonstrates Alain de Botton’s thoughts on architecture and identity – ‘We depend on our surroundings obliquely to embody the moods and ideas we respect and then to remind us of them.’ His Highness’ vision has come to life through the school’s design. As he said, infusing AKAM students with the ‘three A’s’ has been achieved well by creating a nurturing space that balances work and play, collaboration and individuality, and identity and globalisation.
To this day, the Aga Khan Academy operates as a holistic environment for growth, not just a school. Through reshaping and understanding the educational experience, AKAMom demonstrates that physical space can significantly influence mindset. The school’s design sets a precedent for future schools in the local Kenyan context by showcasing the importance of building a school with strong philosophical foundations and a design that reflects them.
References:
ArchEyes Team (2024, September 1). 10 Powerful Lessons from Alain de Botton’s The Architecture of Happiness. ArchEyes | Timeless Architecture, [online]. Retrieved from: https://archeyes.com/10-powerful-lessons-from-alain-de-bottons-the-architecture-of-happiness/
Fahad Karim (2015). A commitment to excellence: Designing the Aga Khan Academies. [online]. Available at: https://www.agakhanacademies.org/general/commitment-excellence-designing-aga-khan-academies [Accessed date: 28/6/2025]
His Late Highness Aga Khan IV. (2007) Foundation stone-laying ceremony of the residential campus, Aga Khan Academy Mombasa. [Online]. Presented at the Aga Khan Academy, Mombasa, 14 August 2007. Available from: https://www.agakhanacademies.org/general/speech/foundation-stone-laying-ceremony-residential-campus-aga-khan-academy-mombasa (Accessed: 29 June 2025)
Keiser, D. (2024) Redefining school spaces: 4 Ways School School Design can improve learning, Keiser Design Group. Available at: https://keiserdesigngroup.com/blog/school-4-ways-school-design-improve-learning/ (Accessed: 29 June 2025).
M, M. (2025) How architecture impacts society: Influences on culture, economy, and well-being, INJ Architects. Available at: https://injarch.com/how-architecture-impacts-society/ (Accessed: 29 June 2025).
