Interpretive Structural Modeling of Environmental Factors Enhancing Children's Social Skills in Primary Schools (Case Study: Kermanshah City)

Subject Areas : architecture

Mehrdad Yousefzamani ^{1 *} , Babak Khorshidi ² , Elham Shamsi ³

1 - Department of Architecture, Faculty of Art and Architecture, University of Kurdistan, Sanandaj, Iran.
2 - Department of Architecture, Faculty of Art and Architecture, University of Kurdistan, Sanandaj, Iran.
3 - Department of Architecture, Faculty of Art and Architecture, University of Kurdistan, Sanandaj, Iran.

Received: 2025-04-14 Accepted : 2025-07-26 Published : 2025-08-12

Keywords: Social Skills, Children, Architectural Design, Educational Spaces, Interpretive Structural Modeling,

Abstract :

One of the primary objectives of elementary schools is the development and nurturing of children's social skills. Children who lack opportunities to develop social skills in their early years not only struggle with successful peer interactions but also experience increased internalizing and externalizing behavioral problems. Accordingly, school environments, as one of the most influential factors in shaping children's personality and moral traits, must be designed in a way that provides a suitable platform for fostering these skills. This study aims to explore and prioritize the environmental factors affecting children's social skills, leveraging the potential of architectural design to enhance these skills in educational settings. Using a sequential mixed-methods research design with an exploratory approach, the study was conducted in Kermanshah, Iran, through targeted interviews with experts in child psychology and architecture. The qualitative phase involved interviews and coding to identify key factors influencing social skills in children aged 7–12. In this section, eight interviews were conducted with child psychology experts until theoretical saturation was reached. To extract the underlying concepts, the interview transcripts were provided to four expert reviewers comprising two architecture professors specializing in environmental psychology and two psychology professors focusing on child development. The selection of these experts was based on their academic positions as faculty members and their publication records of credible research in these respective fields. The coding process was conducted in two distinct phases: initial individual coding followed by group coding sessions. This dual-phase approach was implemented to ensure coding accuracy, minimize potential errors, and prevent the omission of any significant findings or codes. Following each interview, each professor independently performed coding to identify primary concepts and preliminary codes from the interview texts. Subsequently, during group sessions, the extracted codes were re-examined and discussed using thematic analysis methods. Through this collaborative process, the research team deliberated on conceptual groupings, determined core themes, and ultimately established final categories and overarching themes. Then, in the quantitative part, the interpretive structural modeling technique was used to draw relationships between the extracted factors and determine the importance and priority of each of these variables by 11 expert architecture professors in the field of environmental psychology. Next, the MICMAC analytical method was used to examine and analyze the influence and dependency forces of the variables. Results demonstrated that among all variables, connection with nature emerged as the most significant environmental factor influencing children's social skills. Spatial organization to reduce stress from formal school environments and creating home-like spaces were identified as secondary influential factors. The third priority factors included establishing private/semi-private territories and playful environments, while environmental comfort, spaces compatible with modern educational methods, spatial quality/facilities, sociability, event capability, and flexibility constituted the fourth tier. Place identity, environmental vibrancy, psychological security, and sense of belonging were recognized as additional contributing factors in subsequent priorities. This hierarchical analysis of influence, power, and interdependencies among these social skill-enhancing factors is expected to provide architects and educational space policymakers with critical insights for designing primary school environments that effectively support children's social development

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