Authors :
Tanjina Rahman; Rumana Rashid
Volume/Issue :
Volume 11 - 2026, Issue 2 - February
Google Scholar :
https://tinyurl.com/yk829nxb
Scribd :
https://tinyurl.com/y9xjv4fr
DOI :
https://doi.org/10.38124/ijisrt/26feb1175
Note : A published paper may take 4-5 working days from the publication date to appear in PlumX Metrics, Semantic Scholar, and ResearchGate.
Abstract :
Primary schools in Dhaka are predominantly designed with a strong focus on classroom functionality, while the
role of architectural elements that influence environmental quality, such as courtyards, remains largely underexplored. As
a result, many school buildings fail to utilize courtyards as an effective means of introducing and distributing natural
daylight within learning spaces. Access to adequate daylight is a fundamental requirement for children’s visual efficiency,
comfort, and long-term well-being, particularly given the extended hours students spend inside classrooms during their
formative years. This study seeks to evaluate the contribution of courtyards to daylight performance in primary school
classrooms and to determine their relevance in contemporary school design. The research focuses on comparing daylight
conditions in classrooms located adjacent to courtyards with those in buildings lacking such spatial features. A mixedmethod research strategy was adopted. Quantitative analysis was carried out through daylight simulations using Dialux
Evo to measure and compare indoor illumination levels. Complementing this, a qualitative investigation was conducted
through questionnaire surveys involving 150 primary school students from two selected schools in Dhaka. The survey
assessed students’ experiences and satisfaction levels regarding daylight conditions in their classrooms. The outcomes of
the study reveal a clear relationship between the presence of courtyards and improved daylight quality within classrooms.
Simulation results demonstrated higher daylight availability in courtyard-oriented classrooms, which was further
supported by students’ responses indicating greater visual comfort and learning satisfaction. In contrast, classrooms
without courtyards were frequently associated with inadequate lighting and reduced indoor comfort. The study highlights
the courtyard as a central spatial component that enhances environmental performance in school buildings. Integrating
courtyards into primary school design can significantly reduce reliance on artificial lighting while promoting healthier and
more supportive learning environments. These findings offer important insights for architects and planners and
contribute to the broader discourse on sustainable and child-centered school design in Bangladesh and similar climatic
contexts.
Keywords :
School Courtyards, Classroom Daylight, Students’ Overall Well-Being, Daylighting Environment.
References :
- DergiPark (2023). Improving natural lighting performance in historical education venues: Ulugazi Primary School. DergiPark.
- Energy and Buildings (2024). Energy savings evaluation of enhanced classroom daylighting utilization. Energy and Buildings.
- Science of the Total Environment (2023). Formulation of climate-based daylighting design prediction model for high performance tropical school classrooms. Science of the Total Environment.
Primary schools in Dhaka are predominantly designed with a strong focus on classroom functionality, while the
role of architectural elements that influence environmental quality, such as courtyards, remains largely underexplored. As
a result, many school buildings fail to utilize courtyards as an effective means of introducing and distributing natural
daylight within learning spaces. Access to adequate daylight is a fundamental requirement for children’s visual efficiency,
comfort, and long-term well-being, particularly given the extended hours students spend inside classrooms during their
formative years. This study seeks to evaluate the contribution of courtyards to daylight performance in primary school
classrooms and to determine their relevance in contemporary school design. The research focuses on comparing daylight
conditions in classrooms located adjacent to courtyards with those in buildings lacking such spatial features. A mixedmethod research strategy was adopted. Quantitative analysis was carried out through daylight simulations using Dialux
Evo to measure and compare indoor illumination levels. Complementing this, a qualitative investigation was conducted
through questionnaire surveys involving 150 primary school students from two selected schools in Dhaka. The survey
assessed students’ experiences and satisfaction levels regarding daylight conditions in their classrooms. The outcomes of
the study reveal a clear relationship between the presence of courtyards and improved daylight quality within classrooms.
Simulation results demonstrated higher daylight availability in courtyard-oriented classrooms, which was further
supported by students’ responses indicating greater visual comfort and learning satisfaction. In contrast, classrooms
without courtyards were frequently associated with inadequate lighting and reduced indoor comfort. The study highlights
the courtyard as a central spatial component that enhances environmental performance in school buildings. Integrating
courtyards into primary school design can significantly reduce reliance on artificial lighting while promoting healthier and
more supportive learning environments. These findings offer important insights for architects and planners and
contribute to the broader discourse on sustainable and child-centered school design in Bangladesh and similar climatic
contexts.
Keywords :
School Courtyards, Classroom Daylight, Students’ Overall Well-Being, Daylighting Environment.
