Understanding how indoor environmental classroom conditions influence academic performance in higher education

Abstract

Purpose This study aims to qualitatively examine the relationship between the indoor environmental quality (IEQ), lecturers’ and students’ perceived internal responses and academic performance. Design/methodology/approach To capture user experiences with the IEQ in classrooms, semi-structured interviews with 11 lecturers and three focus group discussions with 24 students were conducted, transcribed, coded and analyzed using direct content analysis. Findings The findings show that lecturers and students experience poor thermal, lighting, acoustic and indoor air quality (IAQ) conditions that may influence their ability to teach and learn. Maintaining acceptable thermal and IAQ conditions was difficult for lecturers, as opening windows or doors caused noise disturbances. In uncomfortable conditions, lecturers may decide to give a break earlier or shorten a lecture. When students experienced discomfort, it may affect their ability to concentrate, their emotional status and their quality of learning. Research limitations/implications The findings originate from a relatively small sample, which might have limited the number and variety of identified associations between environment and users. Practical implications Maintaining acceptable air and thermal conditions will mitigate the need to open windows and doors. Keeping doors and windows closed will prevent noise disturbances and related distractions. This will support the quality of learning in classrooms. This study reveals the end users’ perspectives and preferences, which can inspire designers of new school buildings in higher education. Originality/value This study emphasizes the importance of creating and maintaining optimal IEQ conditions to support the quality of teaching and learning. These conditions are particularly relevant when classroom occupancy rates are high or outdoor conditions are unfavourable.

Guest editorial: Facilities management – a future proof management approach towards sustainability

“…In this special issue, a diverse array of ten papers are featured, each contributing valuable insights to future-proof FM practices across various built environments. Focusing on campus facilities, four papers explore the impact of the indoor environment on education, innovative safety and security measures, green methods’ influence and challenges in reactive maintenance (Brink et al , 2023; Campos Fialho et al , 2023; Moghayedi et al , 2023; Moghayedi et al , 2024). Shifting to office settings, two papers analyse occupants’ perspectives for building performance enhancement and formalize contextual information requirements for occupant feedback using building information modelling (BIM) (Rasheed et al , 2023; Artan et al , 2023).…”

“…The first paper by Brink et al (2023) centred on a study conducted at the Groningen campus for higher education in Northern Netherlands, specifically investigates the indoor environment within the classroom setting. The study explores the qualitative relationship between indoor environmental quality (IEQ) and the perceived internal responses of lecturers and students, highlighting the importance of maintaining optimal IEQ conditions for quality teaching and learning.…”