The dissertation examines the interaction between the physical environment of education and educational provisions while analyzing school culture as a significant part of education. The research is interdisciplinary, so it also de-termines the duality of the research object. The aim of the work is to form recommendations for achieving an effective interaction between the school culture and the physical environment of a general education school. The tasks set in the dissertation aim to highlight the essential moments of change in the architecture of Lithuanian and foreign education and determine the guidelines for the formation of the physical environment of education and identify the directions and ways of interaction between the physical envi-ronment and education. Also, to identify the essential principles and cha-racteristics of the physical environment corresponding to modern education by developing a general model of the interaction between the educational provisions of the 21st century and the physical environment of education. The developed research methodology of the interaction between the school culture and the physical teaching environment was applied and tested du-ring the research of Vilnius general education schools selected based on a case study. The tested methodology and the results of the performed empi-rical research allowed for the preparation of recommendations for the for-mation of a physical environment corresponding to the needs of modern education. The dissertation consists of an introduction, three chapters, general conclusions, a list of used literature and the author’s publications on the topic of the dissertation. The first chapter analyzes the development and change of education systems and the impact of these changes on school architecture from the 14th century to the 20th century. The second chapter identifies the most relevant research topics of today, covering the educational provisions and the physical environment of education, analyzing the ways, means, and methodologies of their interaction. The results of the literature’s systematic analysis served as a basis for a general model of the interaction between principles of 21st-century education and the physical environment of edu-cation. The third chapter applies the developed interaction research meth-odology to research five Vilnius general education schools. Five scientific publications have been published on the topic of the dis-sertation: three articles on the topic of the dissertation were published in scientific journals referred in foreign databases; two articles were published in scientific journals included in the Scopus database. The research results were presented at five local and international scientific seminars and con-ferences.