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Effects of school design on student outcomes
Journal of Educational Administration
Abstract
Purpose – The purpose of this study is to compare student achievement with three school design classifications: movement and circulation, day lighting, and views. Design/methodology/approach – From a sample of 71 schools, measures of these three school designs, taken with a ten-point Likert scale, are compared to students' outcomes defined by six parts of the Iowa Test of Basic Skills (ITBS): Reading comprehension, Reading vocabulary, Language arts, Mathematics, Social studies, and Science. Data are tested through reduced regression analysis, where the difference between R 2 of the reduced regression is compared to the R 2 of the full regression. This result, in each case, is defined as the effect of the school's physical environment on students' outcomes represented by achievement scores on the ITBS. Findings – Significant effects are found for Reading vocabulary, Reading comprehension, Language arts, Mathematics, and Science. Practical implications – The study's findings regarding movement and circulation patterns, natural light, and classrooms with views have implications for designing new schools or modifying existing structures. They are especially important to school leaders, educational planners, and architects who engage in programming for educational facilities. Originality/value – This study is part of original research efforts at the University of Georgia, USA. Since 1997, the focus of research in the University of Georgia's School Design and Planning Laboratory (SDPL) has been the measurement of the impact of the school's physical environment on aspects of affective, behavioral, and cognitive learning. All SDPL research has been quantitative in nature, where measures of the physical environment were compared to measures of student outcomes. There are two immediate values to these studies: educational leaders may use the findings to assess their existing school facilities and determine where improvements will have the greatest impact, or planners may use the findings to guide architects in the design and construction of new educational facilities.
... Zukunftsorientierte Lernumgebungen, die individuelle und selbstgesteuerte Lernerfahrungen ermöglichen, können das Lehr-und Lernverhalten und die Lernergebnisse beeinflussen (vgl. Barrett, Davies, Zhang & Barret, 2015;Tanner, 2009). Damit können sie eine notwendige Voraussetzung für Lehr-bzw. ...
... B. Veränderungen der Sitzordnung, der Organisation des Raumes, visuelle Stimulation und akustische Qualität beeinflussen das Lehr-und Lernverhalten und Lernergebnisse (vgl. Barrett, 2015;Tanner, 2009). Die Auswirkungen zeigen sich in einer Verbesserung der Lernleistung, einem verbesserten On-Task-Verhalten, einer besseren Stimmung und Motivation sowie einem größeren Engagement der Lernenden (vgl. ...
... Holtappels, 2016). Schon die Konzeption und Ausstattung der Klassenräume und Schulgebäude hat einen großen Einfluss auf das Lernen, liegen aber nicht in der Hand von einzelnen Lehrkräften, sondern der Institution (Tanner, 2009 ...
Der Beitrag stellt eine qualitative Studie (N = 38) vor, die untersucht, wie Lehramtsstudierende Lernumgebungen für die Entwicklung von Zukunftskompetenzen wahrnehmen. Dafür wurden Texte und Zeichnungen analysiert. Die Ergebnisse zeigen, dass die beteiligten Studierenden be-reits ein Gespür für Zukunftskompetenzen und förderliche Lernumgebungen haben. Einzelne Punkte, wie zum Beispiel die Integration interdisziplinärer Zusammenarbeit, kreative Nutzung von digitalen Werkzeugen oder Aspekte einer BNE in Lernumgebungen, sollten in der universitä-ren Lehrer*innenbildung weiter vertieft werden. This article presents a qualitative study (N = 38) that investigates how student teachers perceive learning environments for the development of future skills. For this purpose, texts and drawings were analysed and discussed. The results show that the participating student teachers already have a perception of future skills and supportive learning environments. How interdisciplinary collaboration, creative use of digital tools or aspects of education for sustainable development can be integrated into skills-promoting learning environments should be further promoted in university teacher training programmes.
... Her initiatives, focused on removing physical barriers and creating open spaces, highlight the importance of linking the physical environment with pedagogical methodology, suggesting a modification of the former to promote the latter. (9) Tanner (10) highlights particular aspects that significantly impact teaching practices, which in turn affect student performance, teacher behavior, the emergence of conflicts, and creative or critical growth. According to Tanner, these elements focus on the movement and circulation of people within the school environment, the importance of lighting, and its impact on the center's life. ...
... These areas, defined as learning zones, can be located between and around buildings and include elements such as trees, hedges, fences, fields, arcades, or walkways. (10) Dewey already emphasized the importance of large grounds, gardens, and greenhouses, highlighting the value of the outdoors. ...
... Educational establishments have two lighting options: artificial light provided by electrical systems, such as lamps and desk lamps, and natural sunlight. According to Tanner (10) natural lighting is more advantageous. It is, therefore, crucial to orient classrooms towards the south to allow natural light to enter through windows, skylights, or glass panels. ...
The article explores and synthesizes architectural design in educational environments, academic performance and the well-being of students and teachers, through which it seeks to offer a guide for future implementations that improve educational processes through the conscious design of spaces.Methodology: The research is carried out through a narrative review, which includes: Exhaustive search of scientific literature. Use of databases such as Google Scholar, Dialnet and Scielo with key terms related to the educational influence of architecture. Selection of 6 relevant articles, eliminating duplicates and those that did not meet the established criteria.ResultsSix relevant articles were identified that address different aspects of the influence of architecture on education, highlighting the importance of aspects such as natural lighting, acoustics, ventilation and furniture design. These elements are key to creating an effective and positive learning environment.Main Conclusions: Architectural spaces can influence academic performance, student and teacher behavior, as well as creative and critical development.Pedagogical proposals such as Escuela Nueva, the Montessori method and the Waldorf philosophy highlight the need to create flexible spaces in harmony with nature.Smaller, well-located schools can provide more conducive learning environments and improve teacher attitudes.Structural improvements and innovative architectural design can raise the quality of teaching; however, careful resource planning is needed to measure their effectiveness.
... The evaluation and assessment of student work in architectural education are essential components of the learning process. A comprehensive assessment system is implemented within the studio design courses curriculum to measure students' understanding, application, and proficiency in architectural design principles and techniques [18]- [20]. ...
... By balancing creativity with the application of traditional methodologies, students are encouraged to think critically and experiment with novel design concepts while still adhering to established evaluation frameworks. This approach fosters a holistic learning experience that pro-motes both imaginative thinking and a solid understanding of the fundamental principles of architecture [20]- [22]. ...
... This technique helps students understand the scale, proportions, and spatial qualities of the resort's various components. [20], [22], [8], [14] The Elementary study of form focuses on analyzing and manipulating basic architectural elements such as massing, volumes, and proportions. Students can experiment with different forms and compositions to create visually appealing and harmonious resort designs. ...
This paper aims at clarifying the differences between the concept of space and of place in urban field. The importance of this distinction stems from the common confusion in using and in mixing the meaning of both concepts in the literature. The research adopts an analytical theoretical review methodology to clarify the differences between the two concepts in different sciences. Moreover, studying the factors that form the places, would help understanding the differences in meaning between them in urban field. The research consists of three main parts. The first part discusses linguistically the space in various sciences. The second part deals with the concept of place, and its connotations in different fields of knowledge. Then, in the third part we would delineate the difference between the two concepts. The research comes up with a clear distinction of both concepts of space in the urban field, and presents them in a form of a comparative table. This comparison is based on differences among the two concepts in various aspects like in activities, in components, and even in meaning itself. It concludes with a discussion to their interplay in changing our urban environment over time.
... Finally, the learning environment is often considered an important prerequisite for student satisfaction and engagement. However, research has not yet confirmed its impact on successful studying [3], [17]. Research on the learning environment mainly focuses on the characteristics of the classroom and defines the learning environment itself depending on the specifics of the research focus [4]. ...
... Although the most noticeable, the physical environment, which is the focus of this research, has only recently been studied more and is usually considered a visible expression of the dominant values of the organizational and academic culture. Patterns of the physical environment are formulated in different terms such as movement and circulation, daylight and views [17]; ambient, spatial, and technological characteristics of the classroom [4]; or functionality and symbolism of the place, artifacts of material culture, channels of nonverbal communication, and a sense of belonging to the place [14]. Therefore, it is not surprising that the physical environment is manifested in a multitude of its appearances. ...
... Therefore, it is not surprising that the physical environment is manifested in a multitude of its appearances. The most commonly mentioned such features include: location and its traffic accessibility; spatial layout and functionality of both the entire buildings and the classrooms; indoor air, lighting and temperature quality; library, lecture halls and computer rooms equipment and internet connectivity; outdoor spaces such as walkways and parking lots, public and food service areas and other spaces where students go to relax and unwind like cafés and places of informal communication [3], [4], [14], [17]. ...
... Research by Tanner [35] highlights that environmental design elements such as natural lighting, thermal comfort, and acoustic quality enhance teaching effectiveness and student engagement. Schools in economically disadvantaged areas are disproportionately affected by environmental hazards, exacerbating educational disparities [36]. ...
... Access to quality educational resources, including technology, positively influences student performance [54], [55]. Tanner [35] emphasized the significance of physical design elements in creating conducive learning environments, including natural lighting, optimal acoustics, adequate ventilation, and appropriate color use. Conversely, poor physical conditions, such as high noise levels and inadequate ventilation, could impede concentration and academic performance [34], [56], [57]. ...
Environmental factors significantly influence students' academic performance, with hazardous conditions posing notable impediments to educational outcomes. This study investigated the impact of environmental hazards-air pollution, noise pollution, and flooding-on the academic performance of students in public secondary schools in the South-South region of Nigeria. Three objectives and corresponding hypotheses guided the research. Employing a correlational survey design, the study targeted all principals of public secondary schools in the region. A purposive sampling technique was used to select a sample of 240 principals representing six states in South-South Nigeria. Data were collected using two self-designed instruments: the Environmental Hazards Questionnaire (EAQ) and the Academic Performance Questionnaire (APQ). Reliability testing of the instruments yielded coefficients of 0.91 and 0.88, respectively, indicating high reliability. Data analysis was conducted using simple regression to address the research questions, while hypotheses were tested using the t-test associated with simple regression at a 0.05 significance level. The results revealed that air pollution, noise pollution, and flooding have a significant and negative impact on students' academic performance. Specifically, air pollution contributes to health issues that disrupt students' focus and attendance, while noise and flooding interfere with the learning environment and academic activities. The study concluded that mitigating these environmental hazards is essential for enhancing academic performance in public secondary schools. Recommendations include implementing policies to minimize air and noise pollution around school environments and adopting effective flood management strategies to safeguard academic infrastructure and activities.
... These findings are supported by other studies by e.g. Heschong Mahone Group (1999), 6 Tanner (2009) 7 and Shendell et al., 2004, 8 which suggested that a poor indoor climate often resulted in more noise in the classroom, reduced concentration ability and poorer learning. Better air quality and better light quality also have shown to increase students' concentration and performance in mathematics and reading, among other subjects (Barrett et al., 2015 9 and Grün and Susanne Urlaub, 2015). ...
... These findings are supported by other studies by e.g. Heschong Mahone Group (1999), 6 Tanner (2009) 7 and Shendell et al., 2004, 8 which suggested that a poor indoor climate often resulted in more noise in the classroom, reduced concentration ability and poorer learning. Better air quality and better light quality also have shown to increase students' concentration and performance in mathematics and reading, among other subjects (Barrett et al., 2015 9 and Grün and Susanne Urlaub, 2015). ...
Background: In many Danish schools, the indoor environmental quality (IEQ) is challenging and studies document a poor IEQ in a majority of existing schools. Municipalities cannot afford comprehensive renovations and expensive mechanical ventilation solutions, hence public schools often suffer from poor indoor environment conditions. This study tests a new façade based, demand-controlled ventilation solution called NOTECH in the renovation of school. The study tests NOTECH vs. existing mechanical ventilation solution, comparing performance of both solutions at Skovbrynet Skole in Denmark.
Methods: The project implements and investigates the effect of the NOTECH solution in a primary school classroom, comparing it to a similar classroom with conventional, mechanical ventilation. Methodically, indoor environmental quality and energy performance is monitored in the two identical classrooms during one school year 2018 - 2019.
Results: The results show that both systems keep the conditions within acceptable limits and CO 2 levels below 1000 ppm, which is the requirement according to the Danish Building Regulations. In terms of costs, the NOTECH system has a lower overall cost than the mechanical ventilation system, with total estimated costs for installation, heating, electricity and maintenance amounting to approximately 35% of the mechanical system’s costs. Finally, the results show that the NOTECH solution has a smaller embedded CO 2 footprint for building materials, reducing the estimated carbon load by 95% compared to the mechanical ventilation solution.
Conclusions: The performance of the two systems roughly is the same in relation to the indoor environmental quality, temperature, CO 2 levels, humidity and noise level. Costs for implementation, energy consumption for heating and CO 2 footprint for building materials however, are significantly lower for the NOTECH solution, compared to the mechanical solution.
... [1][2][3] Of greater significance, lighting quality could affect students' performance and well-being in both short-term and long-term, 4 which have been explored by multiple studies. [5][6][7] By comparing over 10,000 students' outcomes of the Iowa Test of Basic Skills from 71 schools, Tanner 5 found that daylight had significant effects on students' variance in Science and Reading vocabulary scores. A positive relationship was found between students' performance scores and design factors associated with daylight, including the type of window shading, percentage of window facing south, window glazing and the window-tofloor area ratio. ...
... [1][2][3] Of greater significance, lighting quality could affect students' performance and well-being in both short-term and long-term, 4 which have been explored by multiple studies. [5][6][7] By comparing over 10,000 students' outcomes of the Iowa Test of Basic Skills from 71 schools, Tanner 5 found that daylight had significant effects on students' variance in Science and Reading vocabulary scores. A positive relationship was found between students' performance scores and design factors associated with daylight, including the type of window shading, percentage of window facing south, window glazing and the window-tofloor area ratio. ...
This study compares subjective evaluations of daylighting environments from two universities: the Singapore University of Technology and Design (SUTD) in Singapore and Southeast University (SEU) in Nanjing, China. Two hundred and twenty-nine students evaluated their instantaneous daylighting environments. Four representative daylighting predictors, horizontal illuminance, vertical illuminance, mean luminance of an entire scene and CIE Glare Index (CGI), were matched between two universities using a propensity score matching method. Eighty-eight participants, 44 from each university, were matched in terms of these four daylighting predictors. The results demonstrate that there are statistically significant differences in subjective assessments between these two locations. Under quantitatively similar daylighting environments, more participants at STUD reported adequate daylighting levels with a noticeable degree of daylight glare, as well as desires to decrease current daylighting levels. On the other hand, more participants at SEU reported inadequate daylighting levels with an imperceptible degree of daylight glare, as well as desires to increase current daylighting levels. One reason for subjective assessment differences might be dissimilar socio-environmental contexts, where the participants are acclimatized to different daylighting environments between Singapore and Nanjing.
... In educational settings, Biophilic gardens has been associated with improved student performance. A study of 751 students in the US found that students in classrooms with views of green landscapes performed 20 % to 26 % faster on tests than those in classrooms without green views (57). ...
The rapid growth of cities and the shift toward highly urbanized lifestyles have distanced humanity from its innate connection with nature. This disconnection has taken a toll on mental health, physical well-being and overall quality of life. Biophilic gardens emerge as a revolutionary approach to reconnect people with nature by weaving natural elements into the fabric of urban environments. Rooted in the biophilia hypothesis, it emphasizes the profound psychological and physiological benefits of integrating features like greenery, natural light and organic forms into built spaces. This review explores the evolution of biophilic gardens, distinguishing it from sustainable design while underscoring its unique focus on nurturing human-nature relationships. Practical strategies, from incorporating green walls and water features in buildings to creating biodiverse urban landscapes, are discussed alongside compelling real-world examples. Projects like Singapore’s Khoo Teck Puat Hospital and Milan’s Bosco Verticale demonstrate how Biophilic gardens can transform spaces into vibrant, health-promoting ecosystems, enhancing well-being, productivity and environmental resilience. While the benefits are undeniable, challenges such as costs, maintenance and scalability remain hurdles. Looking ahead, the integration of smart technologies, biomimicry and regenerative practices could unlock new possibilities. Biophilic gardens offers a hopeful vision for the future, where cities become havens of harmony between humans and nature, fostering healthier, more sustainable communities.
... The common conclusion reached in these studies is that the classroom environment positively affects the students' learning process and enhances overall performance. Establishing a high-quality learning environment fosters student interaction, collaborative learning, and the development of intellectual skills, which enhances student outcomes (Evans, 2006;Tanner, 2009). ...
The purpose of this research is to explore prospective teachers’ perspectives on the physical arrangement of an ideal classroom as a learning environment. A phenomenological design was used in this study to reveal the views of prospective teachers about the components and features of an ideal, desired classroom environment. Fifteen teacher candidates in their 4th year in the departments of primary education, science education, and social studies education participated in the research. In the study, two main themes (My classroom, My Advantages) along with ten sub-themes were created regarding the classroom environments envisioned by the prospective teachers. As a result of the analysis, six (6) sub-themes were identified under the theme of "My Classroom": technology-supported classroom, laboratory classroom, well-equipped classroom, interactive classroom, nature based classroom, and flexible classroom. Under the theme of "My Advantages", four (4) sub-themes were identified: one-to-one teaching, active participation, activity-based learning, and attention-grabbing features. The findings show that teacher candidates believe that the physical environment of classrooms should be different from the traditional classroom layout. They are aware of the importance of providing individualized attention to students and have designed technologically equipped, spacious, and flexible classrooms where they can implement engaging activities that will sustain their students' interests.
... By integrating interactive methods, multimedia, and innovative techniques, we can design learning environments that are more engaging and intellectually stimulating than conventional approaches. Ryan and Patrick (2001) and Tanner (2009) stated that an innovative learning environment has the capacity to offer more efficient assistance for instructional enhancements that foster productive and motivating learning ...
The acceptance of innovative teaching techniques by ESL (English as a Second Language) learners is a crucial element of language education. The purpose of this single-group quasiexperimental study was to investigate the efficacy of video dubbing techniques on the speaking skills of ESL learners and to explore their perceptions after taking part in the intervention. For the second phase of the study, the researcher developed a closed-ended questionnaire with 27 items with guidance from the Technology Acceptance Model (TAM) (Davis,1989). The study produced quantifiable data through the use of a quasi-experiment and questionnaire, which were analysed using SPSS (Version, 26). The findings revealed that video dubbing techniques significantly enhance the speaking skills of ESL learners. In addition, a significant proportion of ESL learners showed positive attitudes towards the acceptance of video dubbing techniques in the language classroom. The study has implications for technology enhanced language learning in the present era.
... Teaching spaces are crucial educational environments that significantly affect students' health, cognitive abilities, and academic performance, needing to provide adequate levels of lighting and thermal comfort [3][4][5]. The indoor environment and energy consumption of a building are highly correlated with its functional requirements, geographical location, occupants, and usage patterns [6]. ...
University classrooms have an urgent need for energy saving and environmental optimization due to the energy consumption characteristics and the demand for a daylight environment. Classrooms in hot summer and cold winter (HSCW) areas in China are typically designed with a south-facing layout, but the indoor environment of the classrooms in actual use is not as satisfactory as it should be. This research examines the impacts of side-lit window design parameters and shading forms on the energy and daylight performance by using measurements and simulation. It is found that there is significant seasonal variation in the energy consumption of teaching buildings in HSCW areas, with cooling energy consumption being the primary focus of energy conservation. Additionally, appropriate shading measures can not only compensate for the energy deficiencies of the orientation and window-to-wall ratio (WWR), but also considerably enhance the indoor daylight conditions. The results indicate that the most effective way to optimize energy and daylight performance in classrooms is to adopt a north-facing layout with 400 mm shading louvers. The illuminance level of the working plane can be made more uniform and the useful daylight illuminance (UDI) can be increased to over 60%. Therefore, classroom designs in HSCW areas can be more flexible in terms of optimizing energy efficiency and daylight conditions by integrating various design parameters and shading measures.
... Classrooms, therefore, are not just spaces for learning but are also fundamental environments that contribute to cognitive and social development. The intrinsic characteristics of classrooms, both in architectural and constructive terms, play a very important role in student performance and can significantly enhance the learning process [1][2][3][4]. ...
Adequate school buildings are essential for the development of children, young people, and adolescents, as they must provide conditions that support their well-being and health. A healthy and comfortable indoor environment is critical for students’ performance in the learning process. This study aims to evaluate the indoor environment in kindergartens located in northern Portugal, with a primary focus on thermal comfort and indoor air quality. To achieve this, five buildings with varying construction characteristics were monitored, with temperature and relative humidity measurements taken in classrooms of different orientations over time. Additionally, the outdoor climate was also monitored. Based on the collected data, thermal comfort was evaluated using the adaptive model defined by the European standard EN 16798. Continuous monitoring of carbon dioxide concentration was also conducted in three of these buildings. The results reveal significant heterogeneity among the buildings, demonstrating the influence of construction characteristics on the interior thermal conditions. The recorded temperatures ranged from 10 °C to 27 °C, highlighting a substantial variability in performance across the different buildings. Particularly, the orientation and size of glazed openings, together with the lack of thermal insulation in the building envelope, especially in the roof, were found to have an important impact on the thermal comfort of the occupants. Furthermore, a relationship was observed between the daily maximum carbon dioxide concentration and the outdoor temperature, as a result of users’ efforts to minimize uncontrolled air infiltration, by limiting the opening of doors and windows, with consequences in the air exchange between the interior and exterior.
... Many new buildings are built by adopting a design that is more open and physically flexible, but based on several studies, and It turns out that this is not significant in improving student learning outcomes or improving teacher pedagogy (Ghaziani, 2020;Mulcahy et al., 2015;Rolfe et al., 2022). However, other studies have also shown that school design has different effects on the subjects students take (Lievore & Triventi, 2023;Tanner, 2009). These different results may be due to the lack of attention to the teacher's opinion in building design because each subject has different characteristics . ...
This article discusses the views of preservice biology teachers regarding the factors that dominate their motivation for innovative learning. A total of 152 preservice biology teachers were involved in this study. A correlation test was conducted to determine the relationship between curriculum design, school design, and class design with motivation to implement innovative learning. Data was collected using a questionnaire. The study results show that curriculum, school, and class design are collectively related to the motivation of preservice biology teachers to carry out innovative learning. Based on further analysis, the curriculum design factors significantly contributed to this relationship, while school and classroom design did not contribute significantly to this relationship. These results show that good curriculum design will support implementing innovative learning in the classroom. We recommend some things related to curriculum, school, and class design, the essence of which is the need to seek advice from students and teachers when renovating or building a school. Technology integration is also an important thing to include in the design plan. The government and related parties can use the results of this study in designing their schools or classrooms.Abstrak. Artikel ini membahas pandangan calon guru biologi mengenai faktor-faktor yang mendominasi motivasi mereka untuk pembelajaran inovatif. Sebanyak 152 calon guru biologi terlibat dalam penelitian ini. Data dikumpulkan menggunakan questionairre. Uji korelasi dilakukan untuk mengetahui hubungan antara curriculum design, school design, dan classroom design dengan motivasi untuk melaksanaan pembelajaran inovatif. Hasil penelitian menunjukkan bahwa desain kurikulum, sekolah, dan kelas secara kolektif berkaitan dengan motivasi guru biologi prajabatan untuk melaksanakan pembelajaran inovatif. Berdasarkan analisis lebih lanjut, faktor desain kurikulum berkontribusi signifikan terhadap hubungan ini, sementara desain sekolah dan kelas tidak berkontribusi signifikan terhadap hubungan ini. Hal ini menunjukkan bahwa desain kurikulum yang baik akan menunjang implementasi pembelajaran inovatif di kelas. Kami merekomendasikan beberapa hal yang berkaitan dengan kurikulum, sekolah, dan desain kelas, yang intinya adalah perlunya meminta saran dari siswa dan guru ketika merenovasi atau membangun sekolah. Integrasi teknologi juga merupakan hal yang penting untuk dimasukkan dalam rencana desain. Pemerintah dan pihak terkait dapat menggunakan hasil penelitian ini dalam merancang sekolah atau ruang kelasnya.
... Indoor environment quality includes occupant health and safety, thermal comfort, daylight, acoustic and noise control, visual quality, and indoor air quality [5]. Moreover, educational buildings need to meet their specific multi-disciplinary performance criteria since the design of educational buildings affects the comfort of students, influencing their outcomes [6]. In these terms and since the significance of the environmental performance of buildings, a study has aimed to improve thermal comfort in educational buildings [7], while others have focused on visual comfort and view clarity in classrooms [8] and [9]. ...
This work investigates the application of generative design to optimise the spaces’ function distribution in plans of educational buildings in hot arid climates, specifically focusing on Egypt. Educational building design presents a complex challenge, balancing multiple objectives that can be contradictory. Additionally, location and orientation significantly influence a building's environmental performance. Traditionally, achieving optimal design solutions for such buildings has been a challenge. This research proposes generative design, as a powerful Artificial Intelligence (AI) technique to address this complexity. Generative design facilitates a multi-objective design approach by the generation, evaluation, and evolution of a vast number of design alternatives. However, the exploration of generative design in optimising educational buildings within hot arid climates has been limited.
This research emphasises the critical role of sustainable design in modern construction practises. The United Nations Sustainable Development Goals (SDGs) and Egypt's vision 2030 highlight the importance of enhancing the environmental performance of built environments. Educational building design directly impacts occupant health, comfort, and learning outcomes (SDG 3). It also influences sustainable cities development (SDG 11) and ensures a sustainable consumption of resources (SDG 12). Besides, it contributes to climate change mitigation by reducing energy consumption (SDG 13).
Focusing on the impact of spaces’ function distribution, this study aims to optimise the plan of educational buildings using a multi-objective generative design approach that prioritises environmental performance. National universities in Egypt serve as a case study, with two distinct locations (Assiut and Ismailia), with the two common building orientations in each location, chosen to account for regional variations.
This study employs a multifaceted methodology that combines analytical and experimental approaches to achieve its objectives. Firstly, a double-track analytical study is conducted, one on national universities in Egypt to get suitable cases for study, and the other on educational buildings to determine the space’s function and environmental performance requirements. Secondly, a parametric model is created for the case study typical educational building unit. Using Revit® and Rhino.Inside®.Revit plugin to merge Python and Grasshopper into the modelling parametrization and simulation processes. Thirdly, a multi-objective optimisation study is conducted using Ladybug©, Honeybee©, and Octopus© plugins,
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according to environmental performance criteria, examining hundreds of different generated design options to get the optimum one for different conditions.
The research reveals inherent contradictions between environmental objectives. While the optimal design for one objective may not be the best for another. Among 26,334 potential plan variations explored, the difference between the optimal scenario and the least favourable one is significant for parameters related to educational spaces (natural daylighting and visual comfort) ranging from 7% to 28%. Building-level parameters like energy consumption, thermal comfort, and carbon emissions show variations of around 1% difference.
This study offers a valuable framework that can be applied beyond educational buildings and to diverse building types. By utilising generative design, architects and designers can explore a wider design space, leading to more sustainable and environmentally responsible buildings. Furthermore, the research promotes the adoption of a no-cost and effective sustainable design practise, aligning with the increasing focus on environmental responsibility within the construction industry.
... There appears to be no single study devoted to understanding the impacts of different features of school buildings, such as architectural design, aesthetic qualities, spatial and physical features, interior layout and furniture, and external spaces, on users, including patterns of learning outcomes, needs, preferences, expectations, emotions, and behaviours. Daylighting has a big impact on science and reading vocabulary results [37] and learning performance [38,39]. Large windows were associated with better learning results, and there must be control over the shading of the windows [40]. ...
A well-designed learning environment is crucial for enhancing both the physical and mental health of students, which in turn improves their learning outcomes. However, many classrooms in China, particularly in rural areas, were constructed and designed several decades ago, so it is essential to redesign these learning spaces to align with the requirements of 21st Century education. This study aims to develop the stimulation, individuality, and naturalness (SIN) theoretical framework for identifying the learning environment of current classroom by examining the full range of sensory effects experienced by individuals. This study conducted qualitative interviews with 72 students and 18 class teachers to explore major issues with their existing learning spaces in four primary schools in Shandong Province of China. The results show that high temperatures and poor air quality are frequently raised by respondents, which directly impact students' learning experience. This finding confirms naturalness likely underpins human comfort. Teachers and students felt that the classroom should be improved from the aspects of crowded space, imperceptible decoration, congestion and monotonous layouts. The study emphasised the important factors that designers and policymakers should consider to promote a comfortable, efficient, and healthy learning environment.
... There appears to be no single study devoted to understanding the impacts of different features of school buildings, such as architectural design, aesthetic qualities, spatial and physical features, interior layout and furniture, and external spaces, on users, including patterns of learning outcomes, needs, preferences, expectations, emotions, and behaviours. Daylighting has a big impact on science and reading vocabulary results [37] and learning performance [38,39]. Large windows were associated with better learning results, and there must be control over the shading of the windows [40]. ...
A well-designed learning environment is crucial for enhancing both the physical and mental health of students, which in turn improves their learning outcomes. However, many classrooms in China, particularly in rural areas, were constructed and designed several decades ago, so it is essential to redesign these learning spaces to align with the requirements of 21st Century education. This study aims to develop the stimulation, individuality, and naturalness (SIN) theoretical framework for identifying the learning environment of current classroom by examining the full range of sensory effects experienced by individuals. This study conducted qualitative interviews with 72 students and 18 class teachers to explore major issues with their existing learning spaces in four primary schools in Shandong Province of China. The results show that high temperatures and poor air quality are frequently raised by respondents, which directly impact students’ learning experience. This finding confirms naturalness likely underpins human comfort. Teachers and students felt that the classroom should be improved from the aspects of crowded space, imperceptible decoration, congestion and monotonous layouts. The study emphasised the important factors that designers and policymakers should consider to promote a comfortable, efficient, and healthy learning environment.
... The researchers have progressively examined the effects of various physical environment factors on children's education and, much more notably,on theinstruction of disabled children (Cheryan et al., 2014;Jin, Yun &Agiovlasitis, 2018;Tanner, 2009).As per studies, the physical setting of inclusive schools affects learning and accomplishment as well as the attitudes of teachers and students (Cheryan et al., 2014;Guardino& Fullerton, 2010)for example, physical access (Winter and O'Raw, 2010), physical activity participation (Jin, Yun &Agiovlasitis, 2018). In the line, Allen & Cowdery (2015) indicates that "classroom management" is an essentialcomponent of the school atmosphere that significantly affects the education of disabled children. ...
The study themed to examine the accessibility of infrastructure for children with disabilities in schools. The 15 schools have been randomly selected, including rural and urban area schools. The standardized and open license(published by UNICEF) checklist for infrastructure accessibility was used to collect information and draw meaningful results. The data were collected through a field survey in Ajmer district, Rajasthan state schools. Findings pointed to highly questionable infrastructure; no school was found to have the resources to accommodate children with disabilities completely. However, low-cost, short-term solutions, more government funding, physical infrastructure assistance, and reinforcement are required to achieve national and international standard alternatives.
... Similarly, Stern, Powell and Ardoin (2010) (2006) considered students use of space and the relevance of architecture and school ground design. They reported that students perceive that their learning extends beyond the classroom and that schools with poorly designed outdoor spaces demonstrate lower achievement scores (Tanner, 2000(Tanner, , 2006(Tanner, , 2009. Whereas schools which create opportunities for outdoor learning as compared to indoor learning report that students 'learn more quickly, appreciate the experience more and retain skills longer' (Tanner, 2001;66). ...
Christie, B. & Higgins, P. (2012) The impact of outdoor learning experiences on attainment and behaviour: A brief review of literature. Forestry Commission Scotland/University of Edinburgh. Forestry Commission Report 11/2012 [review funded by Forestry Commission Scotland]
... The evidence that exposure to daylight and views are essential to human life is widely documented for decades (Heschong, 2021;Ludlow, 1976), especially how it impacts human systems such as the visual (Boyce, Hunter, & Howlett, 2003) production of Vitamin D and circadian regulation (Crowley, Cain, Burns, Acebo, & Carskadon, 2015;Mirrahimi, Ibrahim, & Surat, 2013). Currently, daylighting is recognized as one of the most influential factors in creating a positive learning environment, creating optimal conditions for the development of tasks, facilitating learning, and improving performance (Aumann, Heschong, Wright, & Peet, 2004;Rahman & Tuhin, 2019;Susan & Prihatmanti, 2017;Tanner, 2009). ...
... Many studies indicate that the built environment has an important impact on students' learning efficiency [20][21][22], and the indoor environment and energy consumption of buildings are highly associated with their functions, locations, and users [23]. Therefore, it is essential to investigate the energy-saving optimization design of university teaching buildings in specific regions and climatic conditions. ...
The number of colleges and universities in China has been increasing year by year. University buildings have tremendous energy-saving potential due to their high personnel density and energy consumption demand. However, there is a lack of research and regulations focusing on such buildings and taking functional requirements, operating patterns, and climate conditions into account. In the HSCW zone of China, the overlap of energy consumption peak and universities’ winter and summer vacations will lead to improper or excessive implementation of energy-saving measures in practice. This research study on a university teaching building in Shanghai simulated the energy consumption with EnergyPlus (Version 22.1.0) to compare the variation trend of the building’s energy consumption (heating, cooling and annual energy consumption) under different design parameter settings. The influence of orientation and window–wall ratio on the energy consumption intensity of classrooms of various sizes was analyzed, and design strategies were proposed. The research indicates that the annual energy consumption of educational buildings in hot summer and cold winter areas can be reduced by approximately 44.4% during vacations. However, cooling energy consumption remains 18.0–19.4% greater than heating energy consumption. The energy intensity of classrooms decreases as the space size increases. Medium-sized classrooms, with an energy intensity ranging from 44.2–47.6 kWh/m², require priority in energy-efficient design owing to their considerable quantity and high utilization. The findings offer design suggestions for the optimal orientation and window-to-wall ratios of classrooms of different scales, which can be used as a reference for the design of university teaching buildings and the energy-saving retrofit of existing campus buildings.
... Any further responses from the reviewers can be found at the end of the article These findings are supported by other studies by e.g. Heschong Mahone Group (1999), 9 Tanner (2009) 10 and Shendell et al., 2004, 11 which suggested that a poor indoor climate often resulted in more noise in the classroom, reduced concentration ability and poorer learning. Better air quality and better light quality also have shown to increase students' concentration and performance in mathematics and reading, among other subjects (Barrett et al., 2015 12 and Grün and Susanne Urlaub, 2015). ...
Background In many Danish schools, the indoor environmental quality (IEQ) is challenged and studies document a poor IEQ in a majority of existing schools. Municipalities cannot afford comprehensive renovations and expensive mechanical ventilation solutions, hence public schools often suffer from poor indoor environment conditions. This study tests a new façade based, demand-controlled ventilation solution called NOTECH in the renovation of school. The study tests NOTECH vs. existing mechanical ventilation solution, comparing performance of both solutions at Skovbrynet Skole in Denmark. Methods The project investigates the effect of the NOTECH solution in a primary school classroom, comparing it to a similar classroom with conventional, mechanical ventilation. Methodically, indoor environmental quality and energy performance is monitored in the two identical classrooms during one school year 2018 - 2019. Results The results show that both systems keep the conditions within acceptable limits and CO2 levels below 1000 ppm, which is the requirement according to the Danish Building Regulations. In terms of costs, the NOTECH system has a lower overall cost than the mechanical ventilation system, with total estimated costs for installation, heating, electricity and maintenance amounting to approximately 35% of the mechanical system’s costs. Finally, the results show that the NOTECH solution has a smaller embedded CO2 footprint for building materials, reducing the estimated carbon load by 95% compared to the mechanical ventilation solution. Conclusions While the performance of the both systems complies to the Danish Building Regulations, the indoor environmental quality between systems differs significantly. Results showing a higher air-temperature and lower relative air-humidity in the classroom with mechanical ventilation during winter and lower CO2 levels in the mechanically ventilated classroom during winter and summer. Costs for implementation, energy consumption for heating and CO2 footprint for building materials are significantly lower for the NOTECH solution, compared to the mechanical solution.
... Indoor environment quality includes occupant health and safety, thermal comfort, daylight, acoustic and noise control, visual quality, and indoor air quality. Moreover, educational buildings need to meet their specific multi-disciplinary performance criteria since the design of educational buildings affects the comfort of students, influencing their outcomes (Tanner, 2009). In these terms and since the significance of the environmental performance of buildings, (Park et al., 2020) have aimed to improve thermal comfort in educational buildings, while (Bian et al., 2023) and (Kong et al., 2022) have focused on visual comfort and view clarity in classrooms. ...
The architectural design process is complex, involving diverse objectives that may be contradictory, and on which orientation exerts significant influence. The artificial intelligence application, Generative Design facilitates solving multi-objective design dilemmas through the creation and evaluation of numerous design alternatives. However, its exploration in educational buildings in hot arid climates remains limited. Given the impact of spaces’ function distribution, this study aims to optimize it in the typical plans of educational buildings. Employing a multi-objective design approach to enhance environmental performance. The study is conducted and evaluated in national universities in Egypt as a case study, specifically in Assiut City. The results revealed that the optimum design for a certain objective has not equated to optimal performance for other goals, highlighting an inherent contradiction between them. Among 26,334 possible alternatives for spaces’ function distribution, the difference between the optimal scenario and the least favourable one is significant for the parameters related to study spaces: natural daylighting, and visual comfort, ranging from 10% to 24%, besides around 1% difference for parameters related to the whole building, including energy consumption, thermal comfort, and carbon emission. This research offers a framework applicable to various building types. Additionally, it encourages decision-makers to adopt a no-cost sustainable design approach.
... There are numerous types of research about studying educational environment, such as topics on students' perception of the learning environment and its effect on student's achievement at the university level (Lizzio, Wilson, & Simons, 2002), perception of school environment associated with academic achievement at elementary and middle school (Gietz & McIntosh, 2014), physical environmental attributes such as seating arrangements, acoustic quality and classroom climate impact on students' behavior and outcome (Tanner, 2009). The quality of the learning environment influences students' engagement (Shernoff & Bempechat, 2014). ...
Applying an efficient method for studying and assessing school learning space is a considerable issue in Iran country so the main purpose of this research was to introduce a scale utilizing CFA models. The mixed method was used for extracting architectural variables of the learning environment, via a survey study by distributing the six-factor school building checklist consisting of six sub-constructs among the sample of 180 accessible volunteer girl students in Gorgan City (academic year 1397-98). The qualitative study was performed by coding technique to extract some repeated factors for enhancing student achievements from recent research (2017-2022), which includes the effects of green spaces, flexible spaces, daylight, seating arrangement, window view, and outdoor education. According to the quantitative part of the current study, all six factors can describe the six-factor school building checklist and the model fit was achieved and reported as a very good model fit according to CFI (0.93) and RMSEA (0.045) indexes. The factors hierarchically, social space, interface, massing, way-finding, context and finally comfort can determine and describe the main scale. Thirty-three variables among Thirty-eight, can describe the main construct. From the social space factor, the ease of accessibility to the teachers' office, the interface, students' spatial experience from the main entrance to the classroom, the massing, variation in the massing for providing interest, from the way-finding factor, easily understood circulation for interior routes and finally controlling the destructive noise level from the comfort factor reported with the highest factor loadings.
... Also, classroom size, lightening and ventilation play a significant role in keeping students satisfied and motivated (Earthman, 2002;Perks, 2016;Yang et al, 2013). Tanner's (2009) large scale study on physical environment of educational institutions found natural light, views from the windows and classroom space as the major factors that impact the affective, behavioural and cognitive aspects of students' personality. Two other main factors that have been reported to influence students' perceptions about their educational environment are student-teacher relationship and most importantly, student-student interaction. ...
Learning environment plays a significant role at all stages of learning in a student's life. Most of the research on learning environment is about teaching and learning mainly in schools. At higher education level, the educational environment measurement scales have been developed for teaching and learning, student-teacher interactions and students' academic performance. Studies on educational environment that include how the domains of physical environment and friendship networks influence student achievement, are rare. The existing instruments might not be able to capture the nuances of the educational environment in the PYP of Saudi universities. Therefore, a need was felt to conduct a study of impact of both physical and social aspects of educational environment on student achievement. A new measurement tool, The Preparatory Year Educational Environment Measurement Tool (PEEM) was developed to measure student perceptions of the environment in the Preparatory Year Program of Imam Abdur Rehman Bin Faisal University, Dammam. The results showed male students, engineering track students (male and female) and those who studied in private schools were more satisfied with their educational environment. Further research can be done in the same venue to analyze qualitatively the perceptions of students regarding their educational environment.
... Researchers may then visit case study schools to evaluate the extent to which each of these patterns is present to quantify the architectural quality of educational spaces (Andersen 1999). Significant correlations exist between these environmental assessments and metrics of student achievement, such as standardised testing (Hughes 2005;Tanner 2008Tanner , 2009. While these studies demonstrate the adaptability of pattern languages by using them as assessment tools rather than design guides, much of this style of research shares a common trait of only publishing a selection of the patterns that are used in the analysis (Moore and Lackney 1993). ...
Christopher Alexander’s A Pattern Language codifies design problems and their associated solutions that occur frequently throughout the built environment with the intent of empowering people to shape the spaces they inhabit. However, despite the broad appeal of pattern languages, Alexander’s theory has had relatively little impact on architectural practice and education, and is also the subject of extensive criticism. Yet despite this, Alexander’s patterns remain an intriguing concept for architectural scholars who continue to develop new pattern languages because the pattern format remains a convenient and compelling means for recording and sharing socio-spatial information. This chapter undertakes a qualitative and non-exhaustive literature review of “new” architectural pattern languages which results in the identification of several strengths, weaknesses, and potential lessons for developing new languages. The primary contributions of this chapter are providing a concise review of the principles and concepts of pattern languages, and a discussion of the potential for developing new architectural patterns in design education and residential aged care applications.
... Put simply, natural ventilation in classrooms is only effective when the air in the outdoor spaces of the school is clean and properly circulating. Similarly, adequate natural lighting has a significant impact on reading comprehension, vocabulary, and science outcomes [15]. The availability of natural lighting in classrooms depends on both buildings' architecture and general plan design, which includes outdoor space solutions. ...
Developing outdoor spaces of schools towards green building criteria not only provides better learning and recreational conditions for pupils but also educates young generation about environmental conservation andsustainable development. In addition to new construction, renovation of existing outdoor spaces can expeditethe realization of these values while optimizing resource use. This paper explores the potential of outdoorlandscapes in public schools, ranging from primary to high school levels in Hanoi, with a particular focus onschools in need of renovation. The aim is to harness this potential to meet the increasingly urgent demands forgreen development. Contributing to this direction, the paper applied inheritance method to synthesis publishedresearch findings and applied observational methods to assess the current situation of outdoor spaces at publicschools in Hanoi, which served as the basis for identifying research issues. Practical experiences were analyzedand summarized in this paper to propose suitable solutions. Throughout the research process, three main greenbuilding criteria were identified: natural cooling and lighting; outdoor air quality and vegetation; sustainablewater and stormwater management. Together with this result, analyzing the actual investigation data of Hanoipublic schools helps the research team identify the renovation requirements. To meet these requirements andalign the three main green building criteria, four solution groups were proposed for typical cases: sunshadeenhancements, vegetation improvements and upgrades, drainage systems enhancements and water reuse, andsolutions to reduce the urban heat island effect.
... Usually, qualified teachers are considered a key aspect of the teaching and learning process. Several studies such as Leeper (1968), Alobi (2008) andTanner (2009) have indicated the significance of qualified teachers in schools. Hence, the findings of the current study are a contradiction of what is being presented by those studies. ...
This study investigated the influence of the learning environment in the mastering 3Rs in public primary schools in Nyang’hwale District, Tanzania. The study was guided by three objectives namely: factors that lead to pupils’ failure to master 3Rs from standard one up to standard three in public primary schools in Nyang’hwale District, Tanzania, how school environment supports pupils to master 3Rs in public primary schools in Nyang’hwale District. The other objective was to find out the solutions on how we can improve the mastering of the 3Rs to secondary school pupils in Nyang’hwale District. The study used a mixed research approach where both qualitative and quantitative approaches approach were applied. The sample size of the study was 106 respondents, who were obtained through percentages. The participants were selected using simple random sampling stratified sampling and purposive sampling while data of the study were collected through questionnaires and interview guides. Quantitative data were coded through Statistical Package for Social Sciences (SPSS) 20 edition and were analysed by thematic analysis technique. On their part, qualitative data were analysed through content after being grouped. The analysed data were presented in charts, graphs, Tables and explanations. The findings of the study show that there was poor mastery of the 3Rs among primary school pupils in Nyang’hwale District. Most of the primary school pupils in Nyang’hwale District were found to have the problem of poor mastering of the 3Rs. In addition, the findings indicate that the teaching and learning environment had a great influence on the mastering of the 3Rs to primary school pupils in Nyang’hwale District. The study recommends that Teachers should implement strategic teaching methodologies and apply current teaching and learning materials.
... Schools that serve a higher concentration of children on free or reduced lunch were more likely to report structural inadequacies. Inadequate school facilities are related to worse test scores, even when taking into account (by statistically controlling for) the socioeconomic status and racial makeup of students 16,17,18,19 . One study did not find this relationship between structural condition and student performance in Wyoming 20 ; however, a reason could be the way that structural conditions were assessed. ...
Background: Students cannot be successful in terms of their behavior, or academic learning, without an environment that has been intentionally created for this purpose. Classroom design is a critical element in creating an effective learning environment. Classroom design should be intentional and purposeful, incorporating elements such as natural light, flexible spaces, comfortable furniture, strategic use of color, and technology that supports learning. The objective of this project is to discover how to enhance the learning environment for students in Cameroon by reviewing related work on how classroom design affect learning outcomes of students.
... Aligning real estate decisions with institutional strategies is crucial for promoting the objectives of these institutions. Research shows a link between school performance and the quality of educational facilities (Tanner, 2009). According to Kok et al. (2011), the learning environment can significantly impact the learning process. ...
The study aims to examine the relationship between corporate real estate (CRE) strategy and
corporate strategy (CS) in selected universities in Ghana. It focused on the availability, usage, alignment and effects of CRE strategy on CS in universities. The study adopted a qualitative research design, using purposive and convenience sampling techniques. Interviews were used to collect data from estate departments of selected Ghanaian higher education institutions (HEIs) in Kumasi. All the selected HEIs purported to have CRE strategies, but they lacked a holistic approach. They were essentially just maintenance policies developed based on their CSs to support the institutions in their service delivery. All CRE management decisions were aligned with the CRE strategy. The study highlights the importance of aligning CRE strategies with CSs in HEIs in developing countries to enhance academic environments.
... Schools that serve a higher concentration of children on free or reduced lunch were more likely to report structural inadequacies. Inadequate school facilities are related to worse test scores, even when taking into account (by statistically controlling for) the socioeconomic status and racial makeup of students 16,17,18,19 . One study did not find this relationship between structural condition and student performance in Wyoming 20 ; however, a reason could be the way that structural conditions were assessed. ...
Background: Students cannot be successful in terms of their behavior, or
academic learning, without an environment that has been intentionally
created for this purpose. Classroom design is a critical element in creating an
effective learning environment. Classroom design should be intentional and
purposeful, incorporating elements such as natural light, flexible spaces,
comfortable furniture, strategic use of color, and technology that supports
learning. The objective of this project is to discover how to enhance the
learning environment for students in Cameroon by reviewing related work on
how classroom design affect learning outcomes of students.
Method: This is a narrative review study in which peer-reviewed published
research articles were reviewed. The articles were screened based on the title,
abstract and full-text articles. 40 citations were screened of which 31 were
excluded after the title and abstract were screened. 25 articles were then
retrieved for reading and after reading through, 12 articles were found to be
relevant to the critical review process of this study.
Result: Of all the design elements that make up the classroom, the
environmental variables (temperature, acoustics, and lighting) have been the
most studied individually. The SIN principles using the EB model; gives
more indepth analysis and robust outcomes of the impact classroom design
have on students' learning.
Conclusion: From literatures, it is anticipated that the built environment of
the classrooms will have a great impact on students' academic performance,
health and wellbeing. Therefore, imbibing these approaches before designing
classrooms in Cameroon and understanding factors that influence student
learning comfort; may go a long way to impact students learning outcomes.
... These findings are supported by other studies by e.g. Heschong Mahone Group (1999), 9 Tanner (2009) 10 and Shendell et al., 2004, 11 which suggested that a poor indoor climate often resulted in more noise in the classroom, reduced concentration ability and poorer learning. Better air quality and better light quality also have shown to increase students' concentration and performance in mathematics and reading, among other subjects (Barrett et al., 2015 12 and Grün and Susanne Urlaub, 2015). ...
Background: In many Danish schools, the indoor environmental quality (IEQ) is challenging and studies document a poor IEQ in a majority of existing schools. Municipalities cannot afford comprehensive renovations and expensive mechanical ventilation solutions, hence public schools often suffer from poor indoor environment conditions. This study tests a new façade based, demand-controlled ventilation solution called NOTECH in the renovation of school. The study tests NOTECH vs. existing mechanical ventilation solution, comparing performance of both solutions at Skovbrynet Skole in Denmark.
Methods: The project implements and investigates the effect of the NOTECH solution in a primary school classroom, comparing it to a similar classroom with conventional, mechanical ventilation. Methodically, indoor environmental quality and energy performance is monitored in the two identical classrooms during one school year 2018 - 2019.
Results: The results show that both systems keep the conditions within acceptable limits and CO 2 levels below 1000 ppm, which is the requirement according to the Danish Building Regulations. In terms of costs, the NOTECH system has a lower overall cost than the mechanical ventilation system, with total estimated costs for installation, heating, electricity and maintenance amounting to approximately 35% of the mechanical system’s costs. Finally, the results show that the NOTECH solution has a smaller embedded CO 2 footprint for building materials, reducing the estimated carbon load by 95% compared to the mechanical ventilation solution.
Conclusions: The performance of the two systems roughly is the same in relation to the indoor environmental quality, temperature, CO 2 levels and relative air-humidity. Costs for implementation, energy consumption for heating and CO 2 footprint for building materials however, are significantly lower for the NOTECH solution, compared to the mechanical solution.
... Poorly designed schools impact morale (Filardo, 2008). Learning indicators include test scores, engagement, social interactions, well-being, behavior (Tanner, 2009). ...
This study delves into the realm of architectural education, specifically focusing on the dynamic interplay landscape, the research critically explored the architectural engagement and achievement. Through a comprehensive analysis, the study unveiled the critical significance of spaces such as lecture halls, design studios, seminar halls, and exhibition spaces in shaping the educational experience. Yet, this investigation went beyond mere spatial considerations. It delved deep into the challenges that often impede the seamless flow of student interaction and hinder optimal performance. From poor student interaction to quality assurance concerns, the study uncovered the multifaceted barriers that students encounter in their educational journey. Proposing actionable recommendations, the study advocates for the harmonization of architectural spaces and the enhancement of student satisfaction. It emerges as a clarion call to stakeholders in education and the built environment, urging them to collaborate in crafting an environment that not only facilitates learning but also fosters vibrant interactions and elevated academic achievements. In a nutshell, this research unfurls the intricate relationship between architecture and education, demonstrating how thoughtfully designed spaces can revolutionize student interaction and performance. It offers valuable insights for educators, designers, and policymakers to create learning environments that empower and inspire the next generation of architects and scholars.
... Guidance on school design and construction emphasises that schools have complex and at times conflicting design requirements in terms of comfort, adaptability and energy performance [53]. The design of schools has an impact on educational outcomes [54,55], and this extends to what is formally and informally taught about sustainability, or what Orr refers to as 'design as pedagogy' [56]. ...
The education sector is an important component of the UK's net zero strategy, in terms of both the carbon footprint of school buildings and operations, and the opportunities to teach about environmental issues and empower climate action. However, school sustainability is often narrowly defined around individual choices and behaviours by different school stakeholders, rather than the broader patterns of social practices. This qualitative study of secondary schools in England involved stakeholder interviews and student focus groups at twelve schools in Greater London and the Thames Valley Region (Berkshire, Buckinghamshire, Oxfordshire) where 142 people participated in this research, including teachers, students, parents, governors and school staff (leadership, facilities, finance). School sustainability was explored through the lens of social practice theory, and three bundles of practices and arrangements were identified: teaching/learning, catering/eating, movement/travel. Whole-school approaches to sustainability were reframed through the semantic, material and social spaces identified in the theory of practice architectures. School sustainability requires a substantial investment into retrofitting school buildings, but it also needs to be woven in the culture of a school-firmly on the agenda of the governors and leadership team, parallel to an issue like safeguarding-and supported by clearly identified roles and relationships in each institution. This research is aimed at environmental educators and researchers wishing to apply insights from social theory to develop more effective whole-school approaches to sustainability. This research also reveals a potential divide between state and private schools when it comes to environmental education , empowerment and action.
Homeschooling has become an increasingly prevalent form of alternative education around the world, including within the United Arab Emirates (UAE) (AlDhaheri, 2024; Nandkeolyar, 2021). However, it remains a significantly under-researched topic, with few studies examining the experiences, attitudes, or perspectives of homeschoolers. This qualitative study provides an in-depth analysis of the experiences of 15 homeschooling families in the UAE, focusing on identifying applicable education laws and policies, reasons for parents to pursue homeschooling, and challenges faced by such families at the micro-, meso-, and macro- levels. Based on our case study, the findings suggest that some parents in the UAE, similar to other contexts, choose to homeschool to customize their children’s education to their needs, reinforce family and religious values, navigate learning disabilities, and avoid perceived negative features of mainstream education. Some of the key challenges that parents face while they homeschool include pressures on the family unit, especially mothers as the primary learning facilitators, social stigma, and obstacles to re-entry to mainstream education at the school level as well as in relation to higher education domestically. In light of such challenges, our recommendations include facilitating the recognition of homeschooling, albeit with quality assurance measures, in addition to challenging social stigma and conducting further research on homeschooling.
This study assessed the effects of COVID-19 classroom construction project towards the improvement of student’s academic performance in public secondary schools in Lushoto District Council. The study used qualitative research approach. The target population comprised of District Secondary Education Officer, Ward Education Officers, Heads of Schools, teachers and school board chairpersons. Sample size for this study was 61 participants. The instruments used to collect data were interviews and focus group discussions. The collected data were analyzed through thematic analysis. The findings indicate that the new classrooms have significantly reduced overcrowding, fostering a more conducive learning environment with better individual attention, enhanced learning conditions, and improved academic performance. The reduction in student density has also facilitated social distancing, leading to increased student engagement and decreased absenteeism. Enhanced classroom conditions have positively impacted students’ concentration, morale, and motivation, contributing to higher enrollment and academic success. To build on these benefits, it is recommended that education authorities continue investing in modernizing school infrastructure to address overcrowding, ensure regular maintenance, and upgrade facilities. Prioritizing interactive teaching methods and efficient resource management, along with continuous evaluation of infrastructure impacts, will further enhance student performance and guide future educational investments.
The objective of this essay is to highlight the importance of recognizing the physical environment of the classroom as a central element to move towards inclusive education. Through the development of the argument, the aim is to address the following question: Why should educational communities consider the physical dimension of classrooms to advance the implementation of an inclusive framework in their schools? Drawing on the concept of "inclusive practices" (Booth and Ainscow, 2015), a rationale is presented for why it is relevant for educational institutions and their various stakeholders to reflect on the organization and arrangement of school furniture, the place that students occupy in the classroom, and the environmental conditions that characterize that space (lighting, acoustics, visibility). The modification, diversification, and/or flexibility of the physical environment of classrooms can be considered an inclusive practice in schools, as long as it takes into account the needs and voices of students and promotes their participation.
Māori aspirations in education have not been served by past national policies. It is hard to extinguish the influence of monoculturalism, whereby schools were used to colonise Māori by enforcing linguistic and cultural assimilation. The history of debate on Innovative Learning Environments (ILE) and Flexible Learning Spaces (FLS) demonstrates the ongoing dominance of this Eurocentric, monocultural approach. Official New Zealand education policy and practice follows international trends in school design, moving away from traditional single-cell classrooms towards more open and inter-connected spaces, despite no real evidence concerning the relative effects on learning of each classroom type. Meanwhile, school marae have been around for several decades, but largely ignored in national ILE and FLS policy and research literature. Our experiences lead us to suggest that Māori identity must be ‘built in’ not ‘added on’ to monocultural ILE frameworks, and for this reason, spatiality is crucial in Māori teaching and learning spaces. This article explores the notion of ‘Māori learning spaces.’
This chapter utilized literature review to investigate the management and preservation of records in medical records libraries using modern technologies, with the view to highlight how these technologies can revolutionize these libraries' practices and services. These technologies could also enable medical record libraries to preserve and manage medical records more accurately and ensure their security and long-term access to preserved records. The study reveals that although medical records libraries acknowledge the importance of emerging new digital technologies in managing and preserving their digital records, these technologies are being slowly adopted due to lack of knowledge, skills and trained personnel in digital record management, lack of technological infrastructure and technical support. The study recommends that medical records libraries consider exploring collaborating with other sectors or libraries such as academic libraries, archives etc. to implement digital technologies for the purpose of managing and preserving their digital records.
This contribution presents research results on the stable acoustic microclimate of a classroom and ventilation system design. The authors investigated the acoustic parameters of the classroom during a long-term operation of a forced ventilation system with variable airflow. By conducting an acoustic and energy study, the energy significance of variable airflow forced ventilation is demonstrated, leading to substantial energy savings relative to the widely used constant airflow ventilation systems. The calculations show the necessity to implement specific acoustic measures to maintain an optimal acoustic microclimate in the classroom. A significant finding is the clear benefit of combining building acoustic measures with variable air volume forced ventilation systems. As shown by simulations and calculations, the use of the presented building acoustic measure can ensure a stable indoor environment in the classroom even when a forced ventilation system containing specific control elements is installed, and at the same time, reduce the energy consumption of the ventilation system and by 15 to 20 % compared to constant airflow ventilation systems.
Studies have shown that a series of architectural factors of the physical learning environment affect the educational experiences of students in schools, particularly learning and well-being. This study proposes a method to holistically assess school classrooms considering three design principles: personalization, stimulus, and environmental. An evaluation matrix has been prepared considering 40 architectural factors, which are categorized into three ranges to generate a score and show their level of compliance. This was applied to a sample size of 30 classrooms from 23 Chilean schools. A classification was generated using the compliance levels, determining deciles and quartiles to set ranges appropriate to local realities along with three classroom classifications: insufficient, sufficient, and satisfactory. This classification proposes a starting point that can evolve as factors in the classroom improve or other cases are incorporated into the database. The method can be replicated in other contexts because it allows identifying which design parameters need to be improved or integrated into school classrooms.
The study sought to examine the contribution of the skills-based approach to teaching students in lower secondary schools after COVID-19 disruptions and poverty reduction. The study was purely qualitative in nature and data were obtained using interview guide and focus discussion. Findings revealed that skills-based education is given to students through class talks, but other living skills such as self-worth, decision-making, and successful communication are not given priority. HIV/AIDS prevention and health education initiatives are implemented to raise awareness, change attitudes, and promote healthy sexual behaviour. Skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports and games. These gains bring about employment and money to fight poverty. Parents are failing to provide instructional materials, leading to an increase in drinking alcohol and smoking, a lack of interest in reading, and an increase in the student-to-teacher ratio. This leads to late coming, dodging of school, and abolishment of punishment and promotion. The study concluded that skills-based education is an important tool for reducing poverty in communities by providing students with communication, debate, and tailoring skills, as well as computer skills, gymnastics, sports, and games. Also, other life skills such as self-worth, decision-making, and successful communication are not given priority. Based on the conclusion the study recommends that all teachers should be involved in the implementation of a skills-based curriculum for effectiveness, the government should supply schools with materials such as computer sets and sewing machines among others to enhance practical training of students and academics should be balanced with extracurricular activities such as debating and games for the cognitive and mental development of the learners.
Niniejszy artykuł przedstawia analizę nowo powstających polskich szkół, a jego celem jest określenie najważniejszych tendencji i problemów projektowych w kontekście wysokich oczekiwań stawianym obiektom dla najmłodszych użytkowników. Analiza wykonana została w oparciu o dane źródłowe (materiały projektowe) i obejmowała badania układu funkcjonalnego budynku oraz lokalizacji obiektu w odniesieniu do jednostki osadniczej. W rezultacie udało się zidentyfikować kilka tendencji dominujących w projektach oraz elementy występujące tylko w pojedynczych przypadkach. Na ich podstawie można zdefiniować wnioski charakteryzujące architekturę nowo powstających szkół, wskazując mocne strony opracowań oraz elementy, które należałoby brać pod uwagę w przygotowywaniu przyszłych projektów szkół w kontekście dzisiejszego podejścia do projektowania. Bezsprzecznie jakość przestrzeni oraz architektury analizowanych obiektów reprezentuje wysoki poziom. Pozostają jednak obszary, w których wiele można zrobić, aby architektura współczesnych polskich szkół jeszcze lepiej odpowiadała wymogom zmieniających się uwarunkowań społeczno-gospodarczych.
The Finnish peruskoulu, comprehensive school, has succeeded well in the OECD's PISA study since the study was first carried out in 2000. This success is a result of the long-term development of compulsory basic education in Finland from the 1940s to today. The changes in teaching have also resulted in changes in the layout of school buildings. This paper explores how the Finnish physical learning environments have developed and supported evolving pedagogy throughout the history of comprehensive school. This study is a qualitative and comparative case study, and the research questions are: What kind of a role have the comprehensive school physical learning environments played in the development of learning and education? How have the Finnish physical learning environments adapted to the development of pedagogy and curriculum reform? Questions like these are necessary to answer in order to support the transformation of physical learning environments towards diverse learning spaces, which serve the Finnish learning paradigm. The spatial and physical learning environment is the physical part of the extensive concept of the learning environment. The physical learning environment should support the schools' and the teachers' ability to combine evolving pedagogy into their practices for good learning outcomes. Pedagogy is the social interaction between teachers and pupils, and it promotes learning. The quality of air, sound and voice, temperature, and other physical learning environment conditions have an effect on health and wellbeing. There is clear epidemiological evidence which proves that health and wellbeing impact learning. However, systematic research on the relationship between pedagogy and typology of school buildings is still needed. There is also a need to create understanding on how that relationship affects learning. The study is based on a series of case studies starting at the beginning of the comprehensive school system in the 1970s and continuing through the development phases to the 2010s. The sampling of the cases was selected from school buildings reviewed in the Finnish Architectural Review magazine ensuring the architectural quality in the Finnish context. The buildings present either a solution typical to their time or solutions critical to the development phases. The building sizes vary, the number of students is dependent on the size of the school, the level of education varies, and the intended use may include some other Architectural Research in Finland, vol.6, no.1 (2022) 190 PEER-REVIEWED ARTICLE TONI KOTNIK activities too, but the study concentrates on the general learning spaces of the buildings, and their relation to the underlying pedagogical paradigm. The analytical framework is triangulated and applies comparative perspectives on the development phases of the building types. The selected methods consist of cross analysis of content analysis of the articles, timeline analysis of the evolvement of the pedagogy and learning spaces, the Finnish national core curriculum, the PISA results, and building design of the general learning spaces using a thematic coding frame. The results explain how the learning supporting spaces support users, how learning supporting environment support the didactic needs, and how the development of typology has evolved through the years towards typological and spatial diversities. They also may explain some of the trends in design aims through the history of comprehensive school and highlight the interplay and interdependence of pedagogy and spatial typologies.
Greenspace in schools might enhance students' academic performance. However, the literature—dominated by ecological studies at the school level in countries from the Northern Hemisphere—presents mixed evidence of a beneficial association. We evaluated the association between school greenness and student‐level academic performance in Santiago, Chile, a capital city of the Global South. This cross‐sectional study included 281,695 fourth‐grade students attending 1,498 public, charter, and private schools in Santiago city between 2014 and 2018. Student‐level academic performance was assessed using standardized test scores and indicators of attainment of learning standards in mathematics and reading. School greenness was estimated using Normalized Difference Vegetation Index (NDVI). Linear and generalized linear mixed‐effects models were fit to evaluate associations, adjusting for individual‐ and school‐level sociodemographic factors. Analyses were stratified by school type. In fully adjusted models, a 0.1 increase in school greenness was associated with higher test scores in mathematics (36.9 points, 95% CI: 2.49; 4.88) and in reading (1.84 points, 95% CI: 0.73; 2.95); as well as with higher odds of attaining learning standards in mathematics (OR: 1.20, 95% CI: 1.12; 1.28) and reading (OR: 1.07, 95% CI: 1.02; 1.13). Stratified analysis showed differences by school type, with associations of greater magnitude and strength for students attending public schools. No significant associations were detected for students in private schools. Higher school greenness was associated with improved individual‐level academic outcomes among elementary‐aged students in a capital city in South America. Our results highlight the potential of greenness in the school environment to moderate educational and environmental inequalities in urban areas.
In the context of the development of prototypic assessment instruments in the areas of cognition, personality, and adaptive functioning, the issues of standardization, norming procedures, and the important psychometrics of test reliability and validity are evaluated critically. Criteria, guidelines, and simple rules of thumb are provided to assist the clinician faced with the challenge of choosing an appropriate test instrument for a given psychological assessment. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The aims of the study were to assess the effects of light on the production of stress hormones, classroom performance, body growth, and sick leave, of school children. About 90 children were investigated in their school environment for a duration of one school year. The children were situated in four classrooms differing in respect to the access to natural daylight and artificial fluorescent light. The results indicated the existence of a systematic seasonal variation with more stress hormones in summer than in winter. The children situated in the one classroom lacking both natural daylight and fluorescent daylight tubes demonstrated a marked deviation from this pattern. High levels of morning cortisol were associated with sociability, while moderate or low levels seemed to promote individual concentration. Annual body growth was smallest for the children with the highest levels of morning cortisol. Possibly, the production of cortisol had some influence on sick leave. It may be concluded, that windowless classrooms should be avoided for permanent use.
Limited, dated information is available to school administrators concerning the influence that the built learning environment has on academic achievement. Given the population increases, volatile standardized test scores, demand for new schools, and deplorable conditions of school facilities in the United States, it is timely to investigate this neglected aspect of educational research. In the face of radical technological changes and curriculum innovations, much of the new public school architectural design is tied firmly to past and outdated practices. Currently reform advocates push for program change to occur, while voicing minimal concern for the often obsolete and shabby physical environments of the schools where the program improvement is to evolve. With these problems representing the educational need, the specific purpose of this study was to determine how school architectural design factors might influence student achievement scores in elementary schools. A total of seven design factors were found to correlate with student learning outcomes.
There are many factors that affect student achievement. This study explored one factor that has received little attention by educational leaders: the influence of school design upon the achievement of elementary school students. In particular, this study explored the relationship of 11 design subscales (86 design elements), identified in the literature, to elementary school student achievement as measured by the third and fifth grade composite reading and mathematics scores on the Iowa Test of Basic Skills (ITBS). The purpose of this study was to determine if a relationship existed between school design features and elementary school student achievement. The population of this study was 24 elementary schools located in the West Central Georgia Regional Educational Service Area (RESA). Both site visits and the Internet were used to collect data. Multiple regression analyses were conducted on the data set. Control variables included the percentage of students receiving free lunch, average years of teaching experience, percentage of white students, percentage of students classified as other, and certificate level of the teachers. The Design Appraisal Scale Elementary (DASE) Version 2000, was completed for each school to determine the score for the design feature subscales. This was also included in the equation as a predictor variable. Regression models were examined to determine the amount of variance that was explained by the subscales of the DASE instrument. Based upon the results of the analyses, school design variables explained 14.2% of the variance related to the third grade achievement scores and 9.7% of the variance related to the fifth grade achievement scores. From these findings, it may be concluded that school design is related to the achievement of elementary school students. Thesis (Ed. D.)--University of Georgia, 2001. Directed by C. Kenneth Tanner. Includes bibliographical references (leaves 73-80). Electronic reproduction. s
Thesis (Ed. D.)--University of Georgia, 1999. Directed by C. Kenneth Tanner. Includes bibliographical references (leaves 78-87). Photocopy. s
Thesis (Ed. D.)--University of Georgia, 1999. Directed by C. Kenneth Tanner. Includes bibliographical references (leaves 67-76).
This article explores the influences of light on human health and suggests that exposure to artificial light may have harmful effects. The effects of ligght on mammalian tissue are either direct or indirect, depending on whether the immediate cause is a photochemical reaction within the tissue or a neural or neuroendocrine signal generated by a photoreceptor cell. Light exerts an indirect effect on the ovaries of rats and this effect is mediated by photoceptive cells in the retina. The light cycles involved in night and day and changing day lenght appear to be associated with rhythmic changes in mammalian biological functions such as body temperature. Light levels and rhythms also influence the maturation and subsequent cyclic activity in the gonads of mammals, with the particular response seemingly dependent on whether the species ovulated once a year or at regular intervals. Ovulation can be accelerated in diurnally active, monestrous animals by exposing them to artificially long days. Pineal activity in rats can be suppressed by exposing the animals continuously to light. Such findings on the multiple and disparate effects of light suggest the view that health considerations should be incorporated into the design of light environments. The illumination provided by artificial indoor lighting is often less than 10% of the light normally available outdoors. It is urged that decisions on lighting be based on knowledge of man's biological needs as well as economic and technoloical considerations.
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