Challenges and Actions of IAQ under COVID-19: A Survey of Taiwanese People’s Perception of Epidemic Prevention and Indoor Places Certification

Hu, Chih-Pei; Cheng, Jen-Hsiung

doi:10.3390/ijerph192214942

Cited by 1 publication

(1 citation statement)

References 26 publications

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“…The Global Burden of Disease Risk (GBDR) assessment has highlighted the significance of IAQ by ranking it ninth among health-related concerns. This recognition underscores the importance of addressing IAQ issues in educational settings to safeguard the health and well-being of students and educators [22]. The findings from the GBDR assessment shed light on the urgent need for effective measures and interventions to improve IAQ in schools [23].…”

Section: Iaq In Schools (Oecd Countries)mentioning

confidence: 96%

Comparative Analysis of Indoor Air Quality and Thermal Comfort Standards in School Buildings across New Zealand with Other OECD Countries

Arya,

Rasheed,

Samarasinghe

et al. 2024

Buildings

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COVID-19 has improved awareness of the importance of appropriate indoor air quality (IAQ) in indoor spaces, particularly in classrooms where children are expected to learn. Research has shown that poor IAQ and temperature levels affect the cognitive performance of children. In this paper, we critically compare IAQ standards for New Zealand’s Designing Quality Learning Spaces (DQLS Document) against international benchmarks from the Organization for Economic Co-operation and Development (OECD) countries, including ASHRAE 62.1, CIBSE TM57, EN-15251, WHO AQGs, and Building Bulletins 99 and 101. The aim was to ascertain the robustness of New Zealand’s DQLS document, identify areas of superiority, and recommend the required improvement for appropriate IAQ and thermal comfort in classrooms. This comparison review focuses on IAQ parameters: CO2 levels, temperature, ventilation rates, room size, occupant density, and occupancy rates. The findings illuminate a slight lag in New Zealand’s DQLS standards compared to her international counterparts. For instance, while New Zealand’s standards align closely with WHO standards for IAQ concerning temperature and ventilation rates, the recommended CO2 range appears slightly inadequate (800 to 2000 ppm) along with occupancy and classroom size for effectively controlling classroom pollutant growth. This paper emphasises the need to align New Zealand’s IAQ and thermal comfort standards with optimal OECD benchmarks. The identified disparities present opportunities for improving learning spaces in terms of CO2 concentration, size of classroom, and occupant density in schools in New Zealand to meet globally recognised standards, ultimately creating a healthier and more conducive learning environment.

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Section: Iaq In Schools (Oecd Countries)mentioning

confidence: 96%