Designing Climate-Responsive Learning Environments:  Rethinking Educational Buildings Across Türkiye's Diverse  Climatic Zones

Dilan Kuranlıoğlu; Gizem Izmir Tunahan

Makale detayları

Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye's Diverse Climatic Zones

Yazarlar:

Dilan Kuranlıoğlu | Gizem Izmir Tunahan

Yayıncı:

Erciyes University

Ana Başlıklar:

Mimari Mühendislik | Yapı Malzemeleri

Dergi:

Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi Vol.41 Issue 1, pp.282-317

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347319

pISSN:

1012-2354

Anahtar kelimeler:

Özet:

 Abstract: The design of educational buildings plays a crucial role in students comfort, well-being, and the functionality of their learning environments, with climate-responsive design being critical for addressing global climate challenges, ensuring energy efficiency, sustainability and resilience to extreme weather conditions in addition to occupant comfort. In Türkiye, the impact of varying climatic conditions on school design is often disregarded, resulting in the use of uniform designs that may not meet regional climatic needs, potentially leading to concerns with indoor comfort, energy efficiency, air quality, and, ultimately, adversely impacting student health, well-being, and academic performance. This study aims to investigate the uniformity of educational building designs across Türkiyes climatic regions evaluate their climate responsiveness and predict the potential short- and long-term impacts on student health, well-being, and academic performance in cases where climate-responsive design is insufficient. Köppen climate classification was used to categorise Türkiyes climatic zones and select pilot cities with extreme heat and cold conditions. The educational buildings in these cities were evaluated for design uniformity and climate responsiveness. Finally, the potential impacts of the identified uniformity and lack of climate-responsive design were synthesised from the literature. The findings revealed that despite significant climatic differences, many schools in Türkiye share similar designs that do not adequately address regional climate needs, which could have important implications for both the learning environment and student equity, potentially exacerbating disparities between students in different regions. The study emphasises the critical need to incorporate climate-responsive design strategies in educational buildings to enhance not only the current indoor conditions but also to address future challenges posed by climate change, improve energy efficiency, and, most importantly, foster equitable and supportive learning environments for all students. Further experimental studies are recommended to assess the impact of climate-responsive design on students health, well-being, and cognitive performance.

 Abstract: The design of educational buildings plays a crucial role in students comfort, well-being, and the functionality of their learning environments, with climate-responsive design being critical for addressing global climate challenges, ensuring energy efficiency, sustainability and resilience to extreme weather conditions in addition to occupant comfort. In Türkiye, the impact of varying climatic conditions on school design is often disregarded, resulting in the use of uniform designs that may not meet regional climatic needs, potentially leading to concerns with indoor comfort, energy efficiency, air quality, and, ultimately, adversely impacting student health, well-being, and academic performance. This study aims to investigate the uniformity of educational building designs across Türkiyes climatic regions evaluate their climate responsiveness and predict the potential short- and long-term impacts on student health, well-being, and academic performance in cases where climate-responsive design is insufficient. Köppen climate classification was used to categorise Türkiyes climatic zones and select pilot cities with extreme heat and cold conditions. The educational buildings in these cities were evaluated for design uniformity and climate responsiveness. Finally, the potential impacts of the identified uniformity and lack of climate-responsive design were synthesised from the literature. The findings revealed that despite significant climatic differences, many schools in Türkiye share similar designs that do not adequately address regional climate needs, which could have important implications for both the learning environment and student equity, potentially exacerbating disparities between students in different regions. The study emphasises the critical need to incorporate climate-responsive design strategies in educational buildings to enhance not only the current indoor conditions but also to address future challenges posed by climate change, improve energy efficiency, and, most importantly, foster equitable and supportive learning environments for all students. Further experimental studies are recommended to assess the impact of climate-responsive design on students health, well-being, and cognitive performance.

 Abstract: The design of educational buildings plays a crucial role in students comfort, well-being, and the functionality of their learning environments, with climate-responsive design being critical for addressing global climate challenges, ensuring energy efficiency, sustainability and resilience to extreme weather conditions in addition to occupant comfort. In Türkiye, the impact of varying climatic conditions on school design is often disregarded, resulting in the use of uniform designs that may not meet regional climatic needs, potentially leading to concerns with indoor comfort, energy efficiency, air quality, and, ultimately, adversely impacting student health, well-being, and academic performance. This study aims to investigate the uniformity of educational building designs across Türkiyes climatic regions evaluate their climate responsiveness and predict the potential short- and long-term impacts on student health, well-being, and academic performance in cases where climate-responsive design is insufficient. Köppen climate classification was used to categorise Türkiyes climatic zones and select pilot cities with extreme heat and cold conditions. The educational buildings in these cities were evaluated for design uniformity and climate responsiveness. Finally, the potential impacts of the identified uniformity and lack of climate-responsive design were synthesised from the literature. The findings revealed that despite significant climatic differences, many schools in Türkiye share similar designs that do not adequately address regional climate needs, which could have important implications for both the learning environment and student equity, potentially exacerbating disparities between students in different regions. The study emphasises the critical need to incorporate climate-responsive design strategies in educational buildings to enhance not only the current indoor conditions but also to address future challenges posed by climate change, improve energy efficiency, and, most importantly, foster equitable and supportive learning environments for all students. Further experimental studies are recommended to assess the impact of climate-responsive design on students health, well-being, and cognitive performance.

 Öz: Eğitim binalarının tasarımı, öğrencilerin konforu, refahı ve öğrenme ortamlarının işlevselliği açısından önemli bir rol oynamaktadır. İklime duyarlı tasarım, küresel iklim zorluklarını ele almak, enerji verimliliği, sürdürülebilirlik ve aşırı hava koşullarına dayanıklılığın yanı sıra kullanıcı konforunun sağlanması açısından kritik öneme sahiptir. Türkiyede, değişen iklim koşullarının okul tasarımı üzerindeki etkisi genellikle göz ardı edilmekte ve bu da bölgesel iklim ihtiyaçlarını karşılayamayan tek tip tasarımların kullanılmasıyla sonuçlanmaktadır. Bu durum iç mekan konforu, enerji verimliliği, hava kalitesiyle ilgili endişelere yol açabilmekte ve nihayetinde öğrenci sağlığını, refahını ve akademik performansını olumsuz etkileyebilmektedir. Bu çalışma, eğitim binası tasarımlarının Türkiyenin iklim bölgeleri genelinde tekdüzeliğini araştırmayı amaçlamaktadır. İklime duyarlılıklarını değerlendirmek ve iklime duyarlı tasarımın yetersiz olduğu durumlarda öğrenci sağlığı, refahı ve akademik performansı üzerindeki olası kısa ve uzun vadeli etkileri tahmin etmekte çalışmanın amaçları arasında yer almaktadır. Köppen iklim sınıflandırması, Türkiyenin iklim bölgelerini kategorize etmek ve aşırı sıcak ve soğuk koşullarına sahip pilot şehirleri seçmek için kullanılmıştır. Pilot şehirlerdeki eğitim binaları tasarım tekdüzeliği ve iklime duyarlılık açısından değerlendirilmiştir. Son olarak, belirlenen tekdüzeliğin ve iklime duyarlı tasarım eksikliğinin potansiyel etkileri literatürden sentezlenmiştir. Bulgular, önemli iklim farklılıklarına rağmen, Türkiyedeki birçok okulun bölgesel iklim ihtiyaçlarını yeterince karşılamayan benzer tasarımlara sahip olduğunu ve bunun hem öğrenme ortamı hem de öğrenci eşitliği için önemli sonuçlar doğurabileceğini, farklı bölgelerdeki öğrenciler arasındaki eşitsizlikleri daha da kötüleştirebileceğini, ortaya koymuştur. Çalışma, yalnızca mevcut iç mekan koşullarını iyileştirmek için değil, aynı zamanda iklim değişikliğinin oluşturduğu gelecekteki zorlukları ele almak, enerji verimliliğini artırmak ve en önemlisi tüm öğrenciler için eşit ve destekleyici öğrenme ortamları yaratmak için eğitim binalarına iklime duyarlı tasarım stratejilerinin dahil edilmesinin kritik ihtiyacını vurgulamaktadır. İklime duyarlı tasarımın öğrencilerin sağlığı, refahı ve bilişsel performansı üzerindeki etkisini değerlendirmek için daha fazla deneysel çalışma önerilmektedir.

Makale detayları

Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye's Diverse Climatic Zones

Yazarlar:

Dilan Kuranlıoğlu | Gizem Izmir Tunahan

Yayıncı:

Erciyes University

Ana Başlıklar:

Mimari Mühendislik | Yapı Malzemeleri

Dergi:

Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi Vol.41 Issue 1, pp.282-317

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347319

pISSN:

1012-2354

Climate-responsive design

Cognitive performance

Educational buildings

Indoor comfort

Türkiye

Student health and well-beingİklime duyarlı tasarım

Bilişsel performans

Eğitim binaları

İç mekan konforu

Türkiye

Öğrenci sağlığı ve iyi olma hali

Sayı

Makale detayları

Yazarlar: Dilan Kuranlıoğlu | Gizem Izmir Tunahan

Yayıncı: Erciyes University

Ana Başlıklar: Mimari Mühendislik | Yapı Malzemeleri

Dergi: Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi Vol.41 Issue 1, pp.282-317

Belge Tipi: Makale

Yayın Tarihi: 4/2025

Belge Dili: İngilizce

Document ID (Org No.): 2001347319

pISSN: 1012-2354

Sayı

Yazarlar:

Dilan Kuranlıoğlu | Gizem Izmir Tunahan

Yayıncı:

Erciyes University

Ana Başlıklar:

Mimari Mühendislik | Yapı Malzemeleri

Dergi:

Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi Vol.41 Issue 1, pp.282-317

Belge Tipi:

Makale

Yayın Tarihi:

4/2025

Belge Dili:

İngilizce

Document ID (Org No.):

2001347319

pISSN:

1012-2354