This thesis explores the rapidly changing landscape of education and the necessity for adaptable educational environments highlighting the stagnation in current educational systems, particularly universities, the study calls for a reevaluation of their societal roles. Universities have transformed into transnational bureaucratic corporations, contributing to advanced capitalism by commodifying education. The research is driven by primary and secondary questions focused on designing future-oriented educational systems and spaces. It examines the architect's role in these systems and the future role of university campuses. The methodology combines practical building analysis with theoretical research on educational systems, historical examination of education spaces, and current educational theories to predict future trends and propose a model for lifelong learning. Conducted within a studio project framework, the thesis involves designing a hybrid building for higher education in The Hague’s central area. Project aims to foresee the future of education and urban development, emphasizing architecture's role in addressing complex challenges. The proposed building design prioritizes adaptability and flexibility, aligning with the agenda of incorporating multiplicity in design to create resilient, transformative spaces. The relevance of the proposed university campus is underscored within broader social, professional, and scientific contexts. The strategic site at The Hague's Central Station involves repurposing an existing building (The Stichthage) to create an additional 30,000 square meters of space. This adaptive reuse approach minimizes CO2 emissions and material waste, enhancing sustainability. The architectural concept comprises two main components: the existing structure and a superstructure supported by four cores. The superstructure includes generic adaptable spaces, hybrid public spaces, and archival areas, forming an open architectural system designed to adapt to future uncertainties. Sustainability is a central focus, with passive ventilation systems and primarily timber construction. In conclusion, this thesis proposes a hybrid building for higher education that emphasizes adaptability and sustainability. By repurposing the existing building and creating flexible, transformative spaces, the project prepares for the evolving educational landscape. This model envisions a progressive educational building and establishes a framework for continual evolution, advocating adaptability as the future of architecture.