Identifying the Therapeutic Components of Daylight in the Educational Spaces of Sama Schools of Bojnord Azad University

Objective: This study explores the therapeutic dimensions of daylight in architectural design of educational spaces, specifically within Sama Schools of Bojnord Azad University. The study aims to assess how natural daylight contributes to students’ psychological well-being, cognitive function, and physical health. The primary goal is to identify key perceptual and physiological daylight components that can be integrated into future design strategies for educational environments.Methods: Adopting a mixed-method approach, combining qualitative thematic analysis and quantitative modeling. First, expert interviews and literature review were used to extract conceptual indicators of daylight’s therapeutic effects. Second, involves confirmatory factor analysis (CFA) and structural equation modeling (SEM) to test reliability and validity of the proposed model. Finally, the Analytic Hierarchy Process (AHP) was used to prioritize subcomponents based on expert evaluations. Data were collected from ۲۰۸ architecture professionals using questionnaires and semi-structured interviews. Results: The results revealed nine therapeutic components of daylight, with serotonin production, sleep cycle regulation, and SAD treatment were most significant. The model exhibited a strong goodness-of-fit (GOF = ۰.۹۲) and high factor loadings (۰.۷۳۳–۰.۹۴۵), validating the model’s structure. Serotonin production held the highest weight (۰.۱۴), demonstrating the highest sensitivity in outcome scenarios.Conclusion: Study concludes that daylight has measurable therapeutic value in educational settings, supporting student well-being, mood, and performance. The proposed model offers a reliable framework for architects and policymakers.

کلیدواژه ها:

Daylight ، Therapeutic Components ، Educational spaces ، Architecture of Educational spaces ، Natural Light Design