This dissertation examines the renovation of public primary and secondary schools in the Lausanne region (Vaud, Switzerland). It aims to compare these interventions with the aim of identifying common architectural criteria to the renovation strategies adopted. It is considered relevant to evaluate the ability of existing schools to adapt to the challenges of current societies, exploring their consolidated position in an urban environment and contributing to school heritage conservation. The main objective of this work is to spatially and functionally examine school renovations, based on the definition of criteria that provide a global vision of each project, from an urban scale to the conception of school spaces. Seven case studies, corresponding to the renovation of primary and secondary schools included in the Lausanne region, are examined in this dissertation. The comparative analysis of the selected projects allows for the identification of common concepts as well as the study of the design strategies that enable their implementation. This analysis contextualizes each of the projects in relation to other contemporary school renovations, thus creating a unified interpretation of school renovations in the Lausanne region. Four criteria were established for the analysis of the renovations – urban integration, collective program implementation, circulation systems, and school space conception – allowing the study of each project from an urban scale to the internal spaces in the school itself. For each criterion, two conceptual strategies can be distinguished and the respective implementation is analysed, taking into account both the characteristics and constraints inherent to each school.