Physical Factors Influencing the Enhancement of Satisfaction in Educational Spaces to Improve Architecture for the Deaf

This study investigates the role of architectural design in enhancing user experience and increasing satisfaction among deaf and hard-of-hearing individuals within educational spaces. Educational spaces, as key environments for growth and learning, require designs that address the specific needs of users and foster effective interaction between individuals and their environment. Despite the importance of this issue, the needs of the deaf community have often been insufficiently addressed in Iranian architectural practices. This research focuses on the needs of deaf and hard-of-hearing students, emphasizing the significance of human-centered design. It aims to transform educational learning environments in a way that not only enhances user satisfaction but also play a pivotal role in improving the quality of educational experiences and strengthening social interactions. Furthermore, this study seeks to offer practical recommendations, providing a functional model for architects and designers, that will leave a lasting impact on education and contribute to sustainable social development. The research  employs an environmental psychology framework and qualitative methods, including structured observations and in-depth interviews, to identify spatial preferences in educational environments tailored for deaf individuals. The data were systematically analyzed using Atlas.ti software. The findings indicate that centralized designs, circular layouts, and the incorporation of diverse textures, appropriate color schemes, and strategic lighting are fundamental elements in enhancing the visual and communicative experiences of deaf individuals. Additionally, the availability of communication technologies and supportive facilities significantly elevates the quality of learning and social engagement for this community.