Problem Statement
Educational environments constitute an inseparable part of human life, encompassing a significant portion of individuals’ time from early childhood through adolescence, young adulthood, and even into middle age. Universities, in particular, serve as crucial environments for learning, instruction, research, and development. These settings play a key role in shaping personal identity and fostering individual growth. Within university campuses, a wide range of interactions between students and faculty members take place, which significantly impacts the educational and social experiences of learners.
However, the continuous expansion of universities and the increasing population of students—without proper attention to environmental design criteria—have led to a decline in the quality of educational spaces. This deterioration has resulted in reduced opportunities for social interaction, as well as increased psychological stress among students. Moreover, the considerable gap between academic education and professional practice has caused challenges for students, particularly in practice-based disciplines such as architecture, where collaboration and social engagement are essential.
Architecture and art are critical and influential disciplines in society due to their strong connection to everyday human life. These fields hold a central role in promoting the physical, mental, and social well-being of individuals. Architecture students, who typically spend extended hours on campus, are even more influenced by the university environment compared to students in other disciplines. Therefore, environmental factors can exert subtle and indirect influences on the bodies and minds of these students, ultimately affecting their overall health.
These environmental factors can be classified into three main categories: biological, physical, and social. Failure to address the components of each category can lead to serious health-related issues and crises for students. Health, as defined by the World Health Organization (WHO), is a state of complete physical, mental, and social well-being, not merely the absence of disease or infirmity.
Given that many health issues begin to emerge before the age of 24, it is especially important to consider and monitor the health conditions of university students. As problems related to physical, mental, and social health become increasingly evident in university environments, academic institutions must take proactive steps toward enhancing the quality and healthiness of educational spaces.
 
Research Objective
The main objective of this study is to identify and analyze environmental factors that influence health within the interior architecture of architecture schools. The secondary objective is to evaluate how each of these factors impacts the health of students in the selected case studies: the University of Florida, the Singapore University of Technology and Design, and Universidad de Los Andes.
Research Questions
In order to achieve the stated objectives, the following questions have been formulated:
1. What are the specific effects of environmental factors on students' health?
2. How do environmental health-related factors perform and manifest within the case study environments?
Research Methodology
Given the objectives of the study, the research adopts a qualitative and applied approach. Initially, environmental components and dimensions of health were extracted through library and document-based studies, leading to the formulation of a conceptual model. Subsequently, this model was applied to analyze the selected case studies, and the findings were systematically presented in tabular form.
Conclusion
Education plays a fundamental role in personal and societal development, ensuring the continuity and vitality of communities. The interior environments of educational spaces must meet the needs of their users in ways that enhance performance and efficiency. The findings of this research lead to a defined model of environmental components that influence health within architecture schools.
The conceptual model identifies twelve environmental factors that significantly impact students' well-being: color, lighting, temperature, noise, scent and plants, materials, furniture, spatial proportions and scale, participation and interaction, safety, territoriality and personal space, and spatial cohesion and integration. Various studies have confirmed the direct effects of these factors on physical, mental, and social health.
The second part of this study, involving case analysis, reveals that the use of transparent surfaces and access to natural light across all projects improved students' focus, reduced anxiety, and enhanced performance. Furthermore, appropriate temperature regulation and the use of ventilation systems—including fans and linear diffusers—positively influenced students’ social interactions, moods, and safety perceptions.
Across all case studies, the use of soundproof materials for walls and floors effectively minimized noise pollution, improved environmental quality, increased concentration, and reduced fatigue. Additionally, the presence of indoor and outdoor vegetation contributed to a sense of calm, improved green aesthetics, and enhanced students’ immune systems.
In the University of Florida, green space is concentrated outdoors, whereas in the Singapore and Los Andes campuses, greenery has been incorporated into interior spaces, leading to improved comfort and quality of life. The use of warm colors such as orange and yellow in the Florida and Los Andes campuses stimulated creativity and emotional engagement, while the application of green in the Singapore University of Technology and Design fostered feelings of vitality and refreshment.
Flexible, ergonomic, and standardized furniture used across all three case studies increased student satisfaction and academic performance. Proportional and appropriately scaled spaces—including terraces, courtyards, stepped seating areas, and central gathering zones—enhanced participation, interaction, cohesion, and spatial integrity. All three campuses also addressed the need for privacy and personal space, offering well-designed areas for both individual and group work.
Notably, the Singapore campus demonstrated a strong emphasis on safety, utilizing transparent partitions, security cameras, and personalized lockers, all of which contributed to a heightened sense of comfort and trust.
In conclusion, the study affirms that thoughtful and health-oriented interior architectural design in educational settings can foster environments conducive to learning, growth, and student interaction. Such environments not only promote physical and mental well-being but also enhance the overall educational experience and academic performance of architecture students.
 
Keywords: university, school of architecture, interior architecture, environment, health