Post-Occupancy Evaluation Of Elementary Schools In Tehran With A Human-Centered Approach; A Reflection On The Social Quality Of Space

Subject Areas : Environmental

Marjan Ilbeigi ¹ , Mohammad Ghomeishi ^{2 *} , Ali Asgharzadeh ³ , Nima Amani ⁴

1 - Department of Architecture, Cha.C., Islamic Azad University, chalous, Iran.
2 - Department of Architecture, Dam.C., Islamic Azad University, Damavand, Iran.
3 - Department of Architecture, Cha.C., Islamic Azad University, chalous, Iran.
4 - Department of Architecture, Cha.C., Islamic Azad University, chalous, Iran.

Received: 2024-12-01 Accepted : 2025-06-22 Published : 2025-07-31

Keywords: Human-Centered, Elementary Schools, Tehran City, Post-Occupancy Evaluation (POE), Social interactions.,

Abstract :

This study aims to conduct a human-centered assessment of the spatial and social quality of elementary schools in Tehran, focusing on the lived experiences of end-users, including teachers, administrators, and staff. The Post-Occupancy Evaluation (POE) method was employed as the primary framework for data collection from ten public schools with diverse architectural typologies. The main data collection tool was a structured questionnaire comprising 31 environmental, functional, and social indicators, addressing aspects such as ventilation, lighting, thermal comfort, safety, aesthetics, users’ psychological satisfaction, and social interactions. Statistical analyses were performed using ANOVA, Pearson correlation, and Exploratory Factor Analysis (EFA). The results revealed that classrooms and halls generated the highest satisfaction levels among evaluated spatial zones. Indicators such as ventilation, furniture, and psychological motivation showed the strongest correlations with overall user satisfaction. Moreover, three latent factors were identified as the main dimensions of the human-centered user experience in relation to social interaction: “Spatial Quality and Psychological Assurance,” “Sensory and Environmental Comfort,” and “Spatial Navigability.” The findings highlight the significance of incorporating social quality alongside functional and environmental considerations, offering a foundation for the human-centered design and redesign of school environments.

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