Document Type : Original Research Paper

Authors

• N. Khosrojerdi ¹
• R. Mirzaei ¹
• S. M. Seyedol Hosseini ²

¹ Department of ART and Architecture, Bi.C., Islamic Azad University, Birjand, Iran

² Department of Urbanism, Ma.C., Islamic Azad University, Mashhad, Iran

Abstract

Background and Objective: The physical Form of learning environments and their environmental affordances significantly influence learners’ behavioral patterns and educational needs. Despite Iran’s emphasis on skill-oriented pedagogy and the theoretical alignment between architectural design and environmental psychology, many academic spaces—such as the Faculty of Skills and Entrepreneurship at Islamic Azad University of Mashhad—lack integration of these principles. This gap manifests in inadequate physical comfort, diminished place attachment, and reduced educational effectiveness. The research underscores the scattered yet substantial scholarly discourse on spatial design, environmental potentials, and learning behavior, while noting the absence of a unified conceptual model. To address this, the study proposes a framework rooted in environmental psychology to guide the architectural design of skill-based higher education centers. The model aspires to be both comprehensive and adaptable, enhancing spatial responsiveness to pedagogical needs. The Faculty of Skills and Entrepreneurship serves as a contextual case study, supporting the framework’s application, validation, and generalization across similar educational environments
Methods: This study employed a qualitative methodology based on grounded theory, using open, axial, and selective coding through MAXQDA software. Data were gathered via document analysis, surveys, and expert Delphi interviews. The conceptual model was developed and structured using Interpretive Structural Modeling (ISM) to hierarchize key variables.
Findings: This study developed a conceptual model specific to the architectural setting of the Faculty of Skills and Entrepreneurship at Islamic Azad University of Mashhad. Expert insights guided the thematic grouping of open and axial coding results into 70 identifiers and 50 attributes. Through Delphi validation, 6 core dimensions and 28 components related to environmental psychology in educational spaces were identified. MAXQDA analysis enabled the graphical visualization of these variables in a hierarchical tree structure. Finally, Interpretive Structural Modeling (ISM) defined the causal relationships among the model’s key dimensions. Using MAXQDA and ISM, the study categorized environmental psychology factors into 4 observable and 20 latent variables.
Conclusion: on of variables using the Interpretive Structural Modeling (ISM) method indicated that the emotional and functional dimensions occupy Levels 1 and 2, respectively, while the socio-cultural and meaning-making dimensions were positioned at Level 3. These hierarchical levels reflected the relative degree of influence each dimension exerts on the architectural form.

Keywords

• Environmental Psychology Architectural Form
• Skill-Oriented Higher Education Active and Collaborative Learning
• Experiential Learning
• ense of Place Attachment
• Learner Satisfaction

Main Subjects

• Technology-based learning environments

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