Educational Environment

Designing places particular for children entails desire conditions for the physical, mental, emotional and social development in different age ranges, and this design shouldn’t bring about any disturbance in the natural growth and their entertainment. In the modern educational system, the physical atmosphere of the school must be an alive and dynamic factor in the quality of educational and training activities for the students. In the creation of physical atmospheres based on identifying the principles of aesthetics, it is essential to put the perceptual principles of atmosphere, context and color into practice. According to the findings of the researchers, colors has miraculous effects on the mental and morale of human beings and the color type bring about joy, freshness, mobility or depression, tiredness, and dullness and they influence on the individuals’ performance. The present study aims to explore the appropriate atmosphere features for children`s learning and the effect of color diversity on education level and their attraction toward the educational setting in order to enhance the quality of educational environment. To do so, 6 schools in Isfahan were selected randomly as the sample group. To collect data, colorful brochures (questionnaires) followed by free questions about the educational environment were applied. When the data was analyzed, desirable results on the role of color in the educational settings and the students` interest to the educational settings were found suggesting that the sense of motivation and interest to educational settings are effective factors on the student`s understanding about school and their educational progresses.

Purpose: This research aims to explore the various aspects of educational environments that shape how students perceive themselves, with a focus on the interactions and experiences that contribute to their self-concept and academic engagement. Methodology: This qualitative study was conducted using semi-structured interviews with 21 participants who were either currently enrolled in educational institutions or had recently graduated. Data collection continued until theoretical saturation was achieved, ensuring a comprehensive understanding of the phenomena. The interviews were transcribed and analyzed using NVivo software to identify recurring themes and patterns related to the educational environment and its impact on student self-perception. Findings: Four main themes were identified: Institutional Environment, Educational Practices, Student Engagement, and Self-Perception Development. Each theme comprised various categories that elucidated the influence of educational settings on students: Institutional Environment included Physical Infrastructure, Social Climate, Academic Atmosphere, Administrative Support, and Extracurricular Activities. Educational Practices focused on Teaching Methods, Evaluation Techniques, and Teacher-Student Relationships. Student Engagement highlighted Participation in Class, Engagement in School Governance, Peer Collaboration, and Identification with School. Self-Perception Development covered Identity Formation, Self-Efficacy, Career Aspirations, Academic Self-Concept, and Emotional Resilience. Conclusion: The study concluded that educational institutions play a pivotal role in shaping student self-perception through various environmental and interactional aspects. These elements not only influence students' academic engagement but also significantly impact their self-concept and future aspirations. The findings underscore the need for educational policies and practices that enhance positive student experiences and support comprehensive development.