n. malek

Daylight has a great impact on the quality of indoor spaces, especially educational spaces. In educational spaces, visual comfort along with the use of daylight is of great importance. Therefore, the purpose of the present study is to evaluate the visual comfort in the classrooms.

Two indexes of illumination (lux) and Glare (DGP) were investigated to evaluate the visual comfort in 9 classrooms of 3 faculties from Polytechnic University of Shahrood. Attempts were made to examine at least one sample from each geographical direction. Cases were simulated in Grasshopper software via Honeybee plugin and then analyzed.

The evaluation of the Illumination (lux) index showed that only the class 2 in Mechanical Faculty was in accordance with Standards and in terms of DGP index, class 1 in Engineering Faculty was annoying at 10 and 14 o’clock in February. In the rest of the classes, the glare was due to reflective light and inappropriate lighting angle.

The results of the analysis showed that in the current situation, by making change in the spatial location of variables such as seats place and white board location relative to the position of windows, we can control the shading and better use of shades and light situations and can greatly improve the lighting quality of interior spaces. Also, the most important finding of the research is that the interior design of the space to create the connection between the light source and the layout and white board is not done by experts or is left to uninformed people.

The school yard plays an important role in the formation of the student's personality by providing opportunities for various activities, especially in the early stages of the formation of their social abilities. Creating a sense of belonging to the school can have a significant impact on the existence and identity of students. This feeling is created by repeated connection with the space and as a result of its coordination with the behavioral habits and mental pattern and potential and actual abilities of the person, the person feels belonged to the space more- this maximizes especially when the place belongs to a group (e.g. school). In other words, a person can only be socially and emotionally effective after meeting his or her needs and develop his or her existential capacity for growth. The aim of the study is to provide guidelines to design children’s open spaces in primary school based on promotion of learning and Emotional intelligence.

An exploratory research is conducted based on both qualitative-quantitative methods, using Delphi in the primer part. Consequently, professionals were interviewed in an unstructured way in the field of landscape architecture and Psychology (emotional intelligence). Then, with the techniques of open and axial coding the content table is created. The questionnaire is also organized in two rounds. Network sampling method (snowball) on the sample size of 17 professionals is used. The data were analyzed using Q factor analysis.

At the end, the most affecting elements on the Emotional Intelligence in process of learning in open primary school spaces are consist of; personal, social, design, physical spaces, Child Participation in design of their spaces and environmental psychology dimensions.

Research has been formed around extracting the principles of designing the open space of the school according to learning and emotional intelligence. According to experts, some individual, social, natural and physical characteristics, participation in the creation of space, design and psychology of the environment are able to facilitate the conditions for the promotion of emotional intelligence and learning. In this way, by using some space features and attributes in the school yard, children's presence and belonging to the outdoor space can be aided.  In the meantime, factors such as diversity of space and performance, using multifunctional spaces and flexibility also affect this process. It should be noted that the open space of the school is both a social and physical place. This means that not only does it create a space for the main function of the school, ie environmental and cognitive learning, but it also creates a space for a variety of social interactions, cultural learning and emotional learning skills through .