INDOOR ENVIRONMENTAL QUALITY AND ITS ROLE IN ACHIEVING PSYCHOLOGICAL AND PHYSIOLOGICAL COMFORT FOR EDUCATION BUILDINGS

Abstract

Sustainable architecture plays a crucial role in addressing the pressing environmental challenges of the 21^st century, and the LEED (Leadership in Energy and Environmental Design) rating system serves as a guiding framework for achieving these objectives.

The integration of sustainability principles in interior design has become increasingly important in addressing environmental, economic, and social challenges. This paper explores the activation of sustainability axes in the context of drawing studios within educational architecture environments. By examining innovative methodologies, sustainable materials, and energy-efficient practices, the study aims to create a framework for Indoor Environmental Quality and its role in achieving psychological and physiological comfort for humans with sustainable interior design in educational settings and explores the impact of indoor environmental quality (IEQ) on the psychological and physiological comfort of educational buildings at UQU. Indoor environmental quality encompasses factors such as lighting, thermal comfort (Wargocki, P.,2017), air quality, acoustics, and spatial layout. The study investigates how these IEQ factors influence students' comfort, productivity, and overall well-being in architectural learning environments. Through a review of literature and potentially surveys or case studies of architecture students, the research aims to identify key IEQ elements that contribute to psychological and physiological comfort (Frontczak, M.2011). Findings highlight the importance of optimizing IEQ for enhancing students' learning experiences and well-being in architecture studios and educational settings. The study concludes with recommendations for improving IEQ in architectural education facilities to support students' comfort and performance.