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The proverbial clock is ticking for many Kansas school buildings, whether due to implications of a complete slowdown due to code compliance, or due to failure of critical systems. Regardless of the reasons, millions of square footage of learning spaces are in jeopardy of no longer being able to serve students in adequate teaching and learning environments. For those school facilities that remain in operation, their effectiveness continues to wane with each year of age and usage. Ultimately, as more classrooms and other learning spaces continue to become uncomfortable, ineffective, or unusable, the greater the detriment to student learning. The funding mechanisms made available through current Kansas school finance law place significant revenue limitations on school districts through mill levy maximums. These taxing limitations--in nearly all instances--do not provide enough funding to adequately meet the capital infrastructure needs of schools. Yet, alternatives could be viable through state policy changes that would lead to greater revenue and educational opportunity.

Mission schools in Ghana have historically functioned as pivotal educational institutions, providing educational opportunities to students from diverse backgrounds. Nevertheless, persistent infrastructural inadequacies, notably the insufficiency of classrooms, libraries, laboratories, and sanitary facilities, have significantly impeded the learning environment and educational outcomes. It is imperative to comprehensively comprehend the underlying causes of these deficiencies and proactively identify viable solutions to elevate the educational standards within mission schools. The research adopted a qualitative case study research design and engaged stakeholders from Senior High Schools (SHS) across Ghana. Fifty-six participants from five selected schools were purposefully sampled to represent diverse perspectives, including administrators, teachers, parents, and community members. The data collection methods involved semi-structured interviews, focus group discussions, and key informant interviews to elicit comprehensive insights. Thematic analysis was employed to discern recurring patterns and themes within the data, facilitating a comprehensive exploration of infrastructural deficits in mission schools. Moreover, stringent measures were implemented to ensure the reliability and validity of the findings, including inter-coder reliability checks, member validation, and ethical safeguards. The study unveiled significant deficiencies in the infrastructure of mission schools, with participants highlighting inadequacies such as insufficient classrooms, libraries, labs, and sanitary facilities. Characterizing certain buildings as "deathtraps" revealed the gravity of the situation, exacerbated by neglect and delayed renovations. Inadequate funding emerged as a primary impediment to infrastructural improvements, compounded by educational policy and curriculum shifts. Participants emphasized that crucial strategies for addressing the infrastructural deficits in mission schools include renovating or constructing facilities, diversifying funding sources, cultivating a high-maintenance culture, and engaging stakeholders. The outcomes of this study hold significant implications for policymakers, educators, and stakeholders involved in Ghana's education sector. By gaining insights into stakeholders' perspectives and identifying actionable strategies, interventions can be devised to enrich the learning environment, enhance educational outcomes, and contribute to attaining Sustainable Development Goal 4. Mobilizing resources, cultivating a maintenance culture, and targeted interventions are imperative to address infrastructural challenges and ensure equitable access to quality education in mission schools.

This research is the scenarios of educational administration of secondary schools in Thailand during the next decade (A.D. 2022-2031) by using EDFR research techniques, The research objectives were 1) To study the current conditions and problems of educational administration of secondary schools in Thailand 2) To study the scenarios of educational administration of secondary school in Thailand during the next decade (A.D. 2022-2031). The research results can be summarized as follows: I) The current state and problems of educational administration of the secondary school in Thailand overall practice is at a high level when considering each aspect, there are practices at a high level in all 8 aspects: 1) Planning and quality assurance 2) Academic affairs 3) Student affairs 4) Human resources 5) Administrative work 6) Finance and supplies 7) Building and environment services and 8) Community work and affiliate networks. As for the educational administration problems in Thai secondary schools, the overall practice is at a low level, when considering each aspect, there is a low level of practice in all 8 aspects: 1) Planning and quality assurance 2) Academic affairs 3) Student affairs, 4) Human resources, 5) Administrative work, 6) Finance and supplies, 7) Building and environment services, and 8) Community and affiliate networks. II) The scenarios of educational administration of the secondary school in Thailand during the next decade (A.D. 2022-2031) have 49 possible trends as follows: 1) Planning and Quality assurance 7 trends 2) Academic affairs 11 trends 3) Student affairs 8 trends 4) Human resources, 9 trends, 5) Administrative, 4 trends, 6) Finance and supplies, 5 trends, 7) Building and environment services, 3 trends, and 8) Community and affiliate network 2 trends.

The aim of this current research was to investigate airborne fungi in indoor environments at primary schools. The study also examined the correlation between these fungi and building characteristics, as well as some geographical and meteorological parameters. To achieve this aim, a passive sampling method was used. In this study, 148 samples were collected from the indoor environments of 24 schools located in Qom, Iran. To collect the samples, passive sampling was performed using Petri plates containing Sabouraud dextrose agar (SDA). The characteristics of school buildings were evaluated by checklist. The mean ± SD fungal load of indoor air in selected schools was found to be 10.1 ± 14.0 colonies (CFU/dm2 / h). According to the IMA standard, the majority of the classes (71.7%) were in very good condition. The dominant species were as follows: "Aspergillus niger," "Aspergillus candidus," and "Aspergillus flavus." Furthermore, the fungal load of girls' schools was significantly higher than that of the boys' schools (p < 0.05). The correlation analysis using the Pearson test showed that there was a direct correlation between the mean fungal load of classrooms and the number of students (p < 0.01). The highest concentration of fungi was found on the ground floor and in poor ventilation conditions (p < 0.05). During the study, it was found that schools located in the western part of Qom, Iran, had a higher concentration of fungi. This can be attributed to their exposure to the prevailing winds and the penetration of outdoor dusty air into indoor environments. The large number of students in each class and the inappropriate ventilation, which are the causes of airborne culturable fungi of these classes, call for the need for proper operation of school buildings.

Gendered washrooms and changerooms are sites of tension for many transgender and/or gender non-conforming users. However, these are not the only groups impacted by the exclusive provision of gendered spaces. As gender-neutral facilities become increasingly standardized across multiple sectors, we consider how the rising trend of "universal design" can be realistically adapted within post-secondary institutions. This article proposes the concept of "inclusive design" and provides specific recommendations to improve user experience in gendered and gender-neutral facilities alike on campus.

As architects and designers, we face design challenges that are rooted in the built condition. In our collaboration with student activities professionals, the effective use of space to service, engage, and welcome the campus community is at the forefront of design and planning discussions. We must consider the social implications of our physical designs that evolve as social and cultural norms change. One such topic of extended conversation is the all-gender restroom which has been a topic of conversation in the projects we are designing over the last decade. This piece will help bridge the gap between student affairs practitioners and architectural designers with information and understanding of how code influences the design of all gender restrooms, so that campus communities are better prepared to advocate for their needs in building all gender restrooms.

This article examines the changing architectural environments of deaf education in the nineteenth century, taking the national institutes in Paris and Bordeaux as its main focus. Founded in the late eighteenth century and initially housed in government-expropriated properties, both schools underwent comprehensive renovation and reconstruction projects in the nineteenth century to emerge as modern educational spaces. Although these projects remain overlooked in the history of modern architecture, they were closely tied to contemporary discourses on education, hygiene, and citizenship. The renovation of the Paris Institute for Deaf-Mutes during the 1820s-30s engaged pressing questions about hygiene and social progress in the postrevolutionary era of national reconstruction. The architectural transformation of the Bordeaux Institute for Deaf-Mute Girls from the 1860s not only reflected the changing pedagogical focus from sign language to oralism; it was also imbricated in broader debates about "laïcité" and educational standardisation as France transitioned from empire to republic. Far from being marginal, these institutions functioned as key sites for working through notions of citizenship and national identity. Their histories reveal how architectural and material frameworks could serve to impose ideology on the one hand, and provide important grounds for the formation of a minority community on the other.

The study deals with the outdoor learning approach developed by Sreten Adžic (1856-1933), who is considered the founder of the outdoor learning movement in Serbia. He greatly influenced pedagogical practice as a primary-school teacher, professor, and teacher-training school manager. According to this approach, the term outdoor learning had two meanings: learning through exploring the local environment and staying outside the school building in green spaces during regular classes. This paper deals with the questions related to the theoretical and political foundations of that approach, its didactic characteristics, possible pedagogical, social, political and economic scope, and its position and role in the circulation of knowledge about the international context. The first part of the paper deals with the Pestalozzianism and socialism foundations of Adžic's practice at the beginning of his professional career. The second and third parts thematise outdoor learning as student-centred learning in an authentic context based on sense perception and students' self-activity. The local environment is interpreted as an educational object. This approach aimed to develop students' critical thinking and civic education. The fourth part presents the realisation of Adžic's project of outdoor classrooms as green spaces for learning and explains their pedagogical meaning. Key findings presented in the final part are those encouraging teachers to come outdoors contributed to rethinking the traditional teaching model and school education in giving a background for the new school movement, which was widely accepted in Yugoslavia between the two world wars.

This study explored the culturally based learning needs of Korowai students living in a lowland-remote area in Papua to address the question of how education in this part of Indonesia could be inclusive and engaging for indigenous students and their community. Case study was selected as it has potential to reveal detailed structured information and in-depth description of people and their experiences within a particular location, time and socio-political circumstance. The case study school was purposively chosen, due to its uniqueness of being situated in a remote, hunter-gatherer community that only recently began to modernise. School physical environment and building design was one of the identified themes that emerged in the case study school. This theme included some sub-themes, namely (1) the school building design, (2) forest as the school's physical environment, and (3) school garden and animal husbandry. The Korowai students brought social and cultural capital and expectations to their local school that differed from those of traditional Indonesian school expectations and presented different learning needs. How the local school and teachers responded to these varied expectations and learning needs also differed and revealed further needs for differentiation in education. These points of differentiation include needs in their physical environment: to build some classrooms in the style of Korowai treehouse dwellings and to replant forest and food trees close to the school to provide students with a sense of cultural connection and school belonging.

Completion of an escape room activity requires participants to work as a team to find hidden clues and solve challenging puzzles to escape before time expires. The use of escape rooms for active learning may produce a positive classroom environment by improving teamwork skills, encouraging engagement with course materials, fostering intellectual curiosity, and facilitating conceptual understanding beyond the prescribed procedure. An escape room was developed for the Mechanics of Materials course at the United States Military Academy. The escape room was designed based on a hypothetical theme to increase student motivation and curiosity. Students were required to complete five puzzles that involved navigating through underground steam tunnels to locate the boiler in the classroom building where their final examination would take place. This task was intended to force the cancellation of the examination. The five puzzles assessed the students' knowledge of torsional members, statically indeterminate axially loaded members, flexural members, stress transformation, strain transformation, and thin-walled pressure vessels. The escape room was piloted in five sections ranging from 15 to 18 students. Teams of five to six students completed the escape room activity. The escape room increased active participation and made the studepnts aware of the concepts they needed to focus on for the final examination. This case study includes details on the complete design of the escape room, including the problems presented, results of student teams, and student feedback.

This article is on the development of the School Facility I.Q. Inventory (SFIQI), an instrument to assess the extent of knowledge a school administrator possesses in delivering their assignment to manage his/her school building. The instrument was designed based on the current literature. The validity of the instrument was verified by a panel of judges and its reliability was tested by using split-half reliability method. Embedding eight themes on school facility management, SFIQI consists of five sections with a total of 71 quantitative questions. The instrument can be used for self assessment of a school administrator's knowledge about school facilities. It can also be used as a teaching tool in the school leadership preparation programs.

This manuscript contains a discussion of the evaluation of survey instruments used in research studies to assess the influence the school building has upon student and teacher performance. Under the assumption that the school building influences student and teacher performance, it is necessary to determine the actual physical condition of the school buildings. To determine the condition of the school building, a variety of instruments have been developed and used. Roberts (2017) has recognized these instruments as being in two categories. The first category are the instruments developed by researchers specifically to determine the condition of the school building. The second category of instruments are the maintenance type instruments that are mainly used to determine building needs for the upkeep of the building. The second category measures needed repairs and improvements need to keep the building in good condition. This instrument may or may not contain the measures of those building elements or features that directly relate to student learning. Cash (1993) developed the Commonwealth Assessment of the Physical Environment (CAPE) for one of the early studies on the influence of the school building. She also validated the study by using principals not involved with the study to assess the instrument. To date this has been the only validation of an instrument designed to measure the condition of a school building. A listing of the various instruments that have been used in research studies is contained in the Appendix.

This paper examines Informal Learning Spaces (ILS) usage among students from colleges with versus those without a dedicated building in a university, using a mixed method approach. The library is the most visited ILS, while convenience and locales of colleges determine student traffic behavior and ILS usage. Students from dedicated buildings that have ILS, such as a resource center, are more likely to be diverted from the library. Despite 60% of students favoring a decentralized ILS development, a two-prong strategy is recommended to satisfy the diverse needs of students. Food is an important ILS driver to keep students on campus.

At the end of 2018, the University of Cape Town renamed its prominent Memorial Hall after Sarah Baartman, which signalled a significant contribution towards transformation endeavours for the institution. This article is a critical literature review of institutional transformation and practice at UCT which examines the significance of renaming the Memorial Hall. Relying on already published work, it explores student and staff experiences to argue that renaming buildings without changing the lived experiences of those who occupy such buildings is not enough. Therefore, the article concludes that attempts at transformation need to stop being solely ceremonial and recommends that UCT improve its transformation efforts. A process that will hinge on the interrogation of the non-traditional experiences of those who now occupy the buildings during and after the renaming processes, especially for buildings as significant as the Memorial Hall.

The purpose of this research is to evaluate the buildings of higher education institutions in Turkey, where vocational music education is delivered, in terms of physical and acoustical sufficiency. This research is a descriptive study conducted with qualitative method and survey model. The population of the research consists of all of the buildings of the higher education institutions in Turkey, where vocational music education is delivered. Data of the research have been collected through semi-structured interview from instructions who serve in a total of 85 different higher education programs in Turkey, where vocational music education activities are conducted. It was determined in line with the collected data that there are important deficiencies in the buildings of the university institutions in Turkey in terms of both physical and acoustical sufficiency, where vocational music education is delivered. On the other hand, only 14% of the instructors stated that the institutional buildings meet the acoustical needs required by vocational music education. In conclusion, this study tries to make suggestions for the solution of the detected problems in order to create a certain standard in physical and acoustical aspects in the buildings of higher education institutions, where vocational music education is delivered.

Rural schools in South Africa face many social and environmental challenges which impact negatively on learner wellbeing and performance. Given the severity and history of these problems, the situation is unlikely to change in the near future. Yet, schools are supposed to be enabling environments, providing holistic support to learners from communities plagued by severe economic, health and social challenges. A different strategy is clearly needed to promote the health and wellbeing of learners. Youth participatory action research (YPAR) appears to offer a plausible approach to kick start improved, health-promoting responses from within the school. We facilitated a YPAR process with volunteer learners from Grade 10 to find out how they could begin to transform their rural school. Using arts-based methods, the learners were successful in raising awareness of the negative effects they were suffering as a result of the poor social-emotional climate in the school, the unsanitary facilities and the lack of opportunities to engage in physical exercise. The actions they took to address these issues were a catalyst for ongoing positive change in the school. The findings add to literature about how YPAR can make schools more enabling spaces.

Increasing global competition and rapid development of information and information technologies accelerate social changes. Innovative approaches are used as an important tool to gain a strong place in the race for economic profit and social welfare. Innovation can be created by individuals who are creative and can think differently. Education systems assume new roles and responsibilities on the basis of these variables, and gain new functions in the face of new expectations of society and economy. Establishing and maintaining an innovative system in education and training practices will support beneficial and stable development across the country. The aim of the study is the teachers' views on the extent to which innovative approaches are included in teaching methods and techniques, measurement and evaluation practices, use of educational technologies, organizing educational environments and financing education; to understand and interpret according to the variables of gender, education level and seniority. In order to analyze the relationships between variables related to innovativeness in education, a literature review was conducted using the "document analysis" technique. Qualitative research method was used in order to reveal the current situation and to determine various, common or different perceptions regarding the research subject. The technique of "purposeful sampling" was used to determine the sample of the study and "semi-structured interview" technique to obtain research data. In this study in which innovative approaches were evaluated in education and training practices, almost all of the teachers stated that despite the variables of gender, education level and professional seniority, almost all of them stated that they did not allocate resources for teaching methods and techniques, measurement and evaluation methods, the use of educational technologies, the adequacy of school buildings and equipment, and innovative studies in education. They made suggestions that more innovative studies should be carried out in the education system and the people and institutions that carry out these studies should be supported.

The vision of higher education organizations is needed to show the goals and how the higher education organizations work. With a vision, the activities of organizational members can be moved, directed and controlled to achieve organizational goals. In addition to being disseminated to members of the organization, the vision must also be introduced to stakeholders and the wider community as a way to create an institutional branding. One of the ways that a vision can be remembered easily is to use color symbols of the institution strategic elements. This article discusses how to design color concepts based on organizational vision and apply them to architectural elements of buildings. Vision always changes over time. On the other hand, buildings have a relatively longer life. The architect's task is to align the design age of higher education architecture so that it is always in line with its vision. Research location at Unhas Tamalanrea Campus Makassar with consideration of the level of organizational complexity. The research method uses a constructive paradigm. Data collection was carried out using the review of institutional documents, in-depth interviews, FGD, and transactional dialogue with the academic community. This research is conducted since the preparation of the Unhas Strategic Plan's 2006-2010, 2011-2015, and 2016-2020. The results of the discussion are in the form of a concept recommendation for the vision color of the institution.

Kenya adopted Competency Based Curriculum to produce engaged, empowered, and ethical citizens. However, inaccessible school infrastructure is leaving behind children with disabilities. Informed by data from individuals with disabilities and Kenyan and international agencies, this study uses disability studies in education to analyze the interaction of school structures and disability to understand the locus of Kenyan children with disabilities in the society. Findings show that inaccessible school infrastructure investments exclude children with disabilities and threaten Kenya's Vision 2030 poverty eradication goal. Needed is the reconceptualization of disability within a broader model of equity in the Kenyan education system.

This paper provides an approach for social studies education that includes investigative research into an old school building that has traditionally served predominantly African American children, along with a narrative inquiry into the experiences of one of that school's former students. We offer a unique approach to experiential global citizenship education, in conjunction with an exemplar of this kind of social studies research. The first half of this paper is a "building biography" of N. W. Harllee School, followed by memories of Dr. Njoki McElroy, who attended Harllee as a young child. In the US, African American life is often misrepresented, devalued, or completely expunged from history books and historical documents. The implication of this novel approach to uncovering the truth about the education of African Americans in the 1930s is that educators around the world can use a similar approach to honor and highlight voices of marginalized people, creating rightful spaces for their stories in our collective history and memory.

Purpose: The study aims to design and develop a virtual structural design that simulates the campus and its buildings of a community college in Bukidnon, Philippines through Virtual Reality. With the immersion of technology, this project represents the architectural design of the establishment with the use of Virtual Reality Technology. Method: The project uses a modified Iterative Development Model which is a guide for the design and development of the 3D Models and VR Application. TinkerCAD which is a web-based application has been used to design buildings on the other hand Unity is used to develop the structural designs of the buildings. Results: The respondents of this study are the Grade 12 Senior High students from the 4 schools which are geographically near to the college. With this study, the researchers were able to showcase its VR Application to the students and later evaluated using a System Usability Scale, a 10 item questionnaire measuring usability with an overall average of 90% or Point Score of 4.5 which is interpreted as excellent in a Likert table for descriptive interpretation. With the use of the VR application potential students of the college will be able to visualize and experience the present structures of the college without being physically present in the area. Conclusion: In this paper, the buildings and structures of NBCC were designed and developed through a Virtual Reality Platform allowing students from different secondary schools that are geographically near to the college to experience the feeling to be in the school without being able to set a step in physically. Using VR Gadgets in navigating buildings is still new from the community which makes the VR application a hit to those who use it. The Application was evaluated personally by every student from different schools and rated excellent. With this advancement of technologies, VR plays a vital part in allowing people to see what's inside the building and navigate around it without being physically present in the place. Recommendations: This study is limited only to simulating the architectural buildings of a community college in northern Bukidnon Philippines and currently has no controllers used and no sound effects. The researchers recommend continuing to improve and developing the project since the school buildings expand every year, adding details to every room, including furniture, add doors to the rooms, landscapes, mini-map UI and improve the landform to be more realistic. Research Implications: The study enabled viewing and designing of school structures using the technology of Virtual Reality. With this study, future development of the college in terms of structural design will be easier to visualize.

Purpose: Energy consumption and renewable energy sources are included in the goals for the 2030 Sustainable Development Goal 7 (SDG7) agenda, and target buildings are the biggest electricity consumers. In turn, Netzero energy buildings (NZEB) contribute to achieve SDG7 goals. This paper aims to identify which Brazilian higher education institutions (HEIs) practices contribute to developing the NZEB concept. Design/methodology/approach: Case studies were selected to identify which implanted practices applied by HEIs in Brazil, listed in the UI GreenMetric 2020 Ranking, are related to the NZEB concept. The implemented sustainable practices were also analyzed to evaluate the connections and impact between universities and the local community. Findings: Results show the lighting and air conditioning retrofit were among the most common practices related to energy efficiency to reduce consumption. For renewable energy generation, photovoltaic solar energy is the most common practice used by HEIs. Research limitations/implications: Only Brazilian HEIs listed in the UI Green Metric Ranking were analyzed. No standard regulation or formal reports support the wide dissemination of the strategies adopted by HEIs in Brazil. Practical implications The strategies adopted by HEIs related to Netzero buildings can reduce emissions, optimize operating costs and improve building comfort conditions, which connect all SDGs. Social implications: HEIs can promote awareness related to energy use and clean energy generation within the local community. Originality/valu: This paper presents the most common strategies adopted by Brazilian HEIs. However, limitations related to lack of strategies, data transparency and specific Netzero energy regulation were also found. These issues can hinder other HEIs to adopt similar strategies and contribute to the promotion of SDG7 in Brazil.

This study aimed to determine the factors that influence student learning comfort in the classroom and its distribution. This explorative study employed 772 students who were elementary school, junior high school, and senior high school students in several Muhammadiyah Yogyakarta schools. Data collection techniques using open questionnaires. The data analysis technique uses qualitative analysis which consists of three stages: open coding, axial coding, and selective coding. The results showed that the factors that influence learning comfort of students in the classroom include: air circulation, quietness, cleanliness, adequate & supportive facilities, and peer attendance. These five factors are among other factors that are grouped into two: 1) factors originating from the physical environment (of building & site themes and of indoor space themes); and 2) factors from within its occupants (of human themes). The theme that shows the highest influence comes from the physical conditions in the classroom, that is indoor space themes.

In 2013 and 2014, over 50% (728 out of 1336 and 778 out of 1491) of candidates enrolled in constituency development fund (CDF) built secondary schools in Rachuonyo South sub-County got E to D grades which are below the acceptable minimum quality grade of C+ that enables candidates pursue competitive courses at tertiary and university levels. It is against this background that this study purposed to establish the influence of physical facilities on student academic performance in CDF built secondary schools in Rachuonyo South sub-County. The study objectives were: to establish the influence of science laboratory, classroom quality and computer laboratory on student's performance at KCSE. The study was guided by Education Production Function Theory based on the input and output variables. Descriptive Survey and Correlation research designs were used. The study population was 42 principals of CDF built secondary schools and 1 sub-County Quality Assurance and Standards Officer (SCQASO). The sample comprised 37 principals of the 37 secondary schools, and 1 SCQASO. Data was collected using questionnaires, interview schedule and document analysis guide. The instruments were validated for content and face validity. A test-retest correlation of r=0.7 showed that the instruments were reliable. Descriptive statistics as well as linear multiple regressions were used in data analysis. The results of the study revealed that the three variables, science laboratory, quality classroom and computer laboratory (which are components of physical facilities) had weak but significant relationship with student performance in KCSE. The study recommended that the Government should provide requisite facilities to guarantee quality education in CDF secondary schools. These findings will guide the government on resource allocation to these schools.

The training and learning activities for students are primarily conducted in closed environments. The symptoms resulting from living environments in occupied buildings are referred to as "sick building syndrome (SBS)." The aim of this study is to evaluate the SBS associated with the age of a school building. In this research, grounded research design, which is a type of mixed-method approach, was preferred because qualitative and quantitative methods were used to support each other. Four different schools were selected based on the ages of the school buildings by criterion sampling method. These schools were identified to be 1-, 5-, 10-, and 40-year old buildings. Thus, the research sample comprised a total of 423 students. The students were provided with a questionnaire and the data obtained were analyzed with IBM SPSS 25 software. At the end of the research, it was observed that 329 students experience symptoms in the school, and the most commonly experienced physical symptoms are headache (188 students), physical and mental fatigue (175 students), and concentration disorder (142 students). Moreover, a significant relationship was observed between the symptoms experienced by the students during their time in the school and the symptoms they experienced after school. It was revealed that the most uncomfortable places are corridors and washrooms. In general, it can be concluded that the SBS symptoms are observed in four different buildings, and they vary depending on comfort conditions such as hygiene, ventilation, and heating instead of the age of the school building. Furthermore, it was noted that school principals responsible for the administration of school buildings have an important role in the improving or deteriorating of SBS symptoms.

It is seen that studies on learning spaces in higher education institutions are very few in the literature. However, spaces have the power to affect behaviors and interactions with others. This study aims to determine the wishes of university students regarding the physical environment. For this purpose, it is planned to determine the missing things in the existing physical environment according to the "wish poems" of undergraduate students and their related wishes. Accordingly, the sample of the study consisted of 211 participants among the students of the faculty of education at a state university. In the study, for the purpose of revealing the views of the undergraduate students on the physical environment of their school, they were given a semi-structure, open-ended question format as "I wish there were … in my classroom/faculty/campus" and asked to write down 3 wishes regarding the physical environment. The obtained data were analyzed by using the content analysis method. In the study, different numbers of conceptual categories were reached under each sub-title with the method of coding and imaging. At the end of the study, 578 clear responses were obtained, and after examination, these responses were gathered under 35 conceptual categories in total. The categories about which the students had the most wishes were related to the furniture and equipment in their classrooms (f=51, 26.2%), social (f=33, 18.5%) and scientific (f=32, 17.9%) areas at the faculty and green spaces at the campus (f=61, 29.6%). Consequently, as pioneers of social and scientific change, it is important for universities to reevaluate their existing physical facilities based on the wishes of students in terms of feeding their innovative instincts. [This study was presented as a paper at the International School Principals Conference held in Istanbul.]

The present paper deals with a wide range of issues related to the environmental quality in learning spaces, such as thermal and visual comfort, as well as energy efficiency. All of these issues fall under the umbrella of the UN Agenda 2030 and Sustainable Development Goals (SDGs). Upon reviewing publications of past studies, interviews were conducted and questionnaires were distributed in public high schools in the province of Alicante, located in the Southeast of Spain. Sixteen high schools were selected for the interviews. Fifteen in the city of Elche, which is the total amount of the high schools in the city. One additional high school that was considered important for this research was included in the study due to the characteristics of the building design, excessively exposed to weather conditions. Significant differences were observed between schools built before 2000 and those built after that date. The latter, surprisingly, not more thermally and visually comfortable or energy efficient. The knowledge gained from our investigation will be of great benefit for architects, designers, engineers, school planners and principals in order to establish stronger connections between infrastructures and SDGs. A chart linking recommendations with specific SDGs is also included in this study.

Educational frameworks mandate schools to adopt, design and implement strategies that support inclusive education. Despite the inclusive education policy, disability remains a major course of exclusion in learning institutions. The paper discusses the impact of school strategies in overcoming physical barriers that hinder the implementation of inclusive education. The actual sample constituted 151 respondents. The data were collected using questionnaires to identify views from 100 teachers teaching learners with disabilities, interviews from 11 learners with disabilities to discuss personal experiences on physical barriers and 5 focus groups discussions with non-disabled learners learning in the same classroom with learners with disabilities. The study was guided by Social Model of Disability and adopted a mixed method research design. Quantitative data were analyzed using inferential statistics. The ANOVA and t-test were done to test the study hypotheses. Qualitative data were organized by developing codes, then categorized into themes and presented in a narrative form. Linear regression was carried out to check the linear relationships between the variables. The study established the school strategies were not anchored in overcoming physical barriers that hindered the implementation of inclusive education, with various challenges affecting the strategies. For this reason, learners with disabilities have to adjust to get the needed education or drop out of school. Therefore, the study concluded that ineffective school strategies contributed to lack of overcoming physical barriers and this negatively impacted the implementation of inclusive education in schools. School transformation founded on clear inclusive education vision and philosophy, policies and inclusive strategies are necessary to overcome physical barriers hindering the implementation of inclusive education.

This article seeks to share the experience gained in the expository project "Atmospheres for Educational Change," a curatorial proposal focused on education that took place at Normal, the cultural intervention space at the University of A Coruña, aimed at criticizing the position of contemporary art in education and society. "Atmospheres" reflected on the life and routines of individuals in collectivity. It invited the spectator to an interaction between the aesthetic artificiality of the created environment and the naturalness of the sensations generated within. These were environments that invited discomfort, with artistic installations that functioned as social agitators--politically incorrect and educationally transformative.