The Effect of School Design on Users’ Responses: A Systematic Review (2008–2017)

Sara Manca, Veronica Cerina, Valentina Tobia, Simona Sacchi and Ferdinando Fornara
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Sara Manca: Department of Education, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy
Veronica Cerina: Department of Education, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy
Valentina Tobia: Department of Psychology, Vita-Salute San Raffaele University, 20132 Milano, Italy
Simona Sacchi: Department of Psychology, University of Milano-Bicocca, 20126 Milano, Italy
Ferdinando Fornara: Department of Education, Psychology, Philosophy, University of Cagliari, 09123 Cagliari, Italy

Sustainability, 2020, vol. 12, issue 8, 1-37

Abstract: This systematic review focused on the effect of the educational environment design on students’ and teachers’ performance, satisfaction, and wellbeing. Starting from a bulk of 1307 articles, a set of N = 68 empirical papers was selected and organized on the basis of four different content clusters, i.e., architectural building design and aesthetic features, indoor environmental features, classroom design, and school green spaces/outdoor spaces. From the analysis of research findings, the key role of pleasant, warm, and flexible learning environments emerged, for promoting both wellbeing and performance of users. More specifically, the presence of charming colors and pictures, ergonomic furniture, and adequate acoustic, thermal comfort, ventilation, and natural lighting have emerged as important features that school designers should care for. Furthermore, an integration of both indoor and outdoor learning situations showed to be effective for improving students’ learning and wellbeing.

Keywords: school architectural features; psychological responses; learning space; students’ performance; users’ wellbeing (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2020
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