A METHODOLOGICAL FRAMEWORK FOR VISUAL COMFORT ASSESSMENT IN EDUCATIONAL SPACES

ARSITEKNO | VOL 13 NO 01 MARET 2026 A METHODOLOGICAL FRAMEWORK FOR VISUAL COMFORT ASSESSMENT IN EDUCATIONAL SPACES Hazim M.R. Seder1, Janani Selvam2, Najib Taher Al-Ashwal3 1 Faculty of Engineering, Lincoln University College, Selangor, Malaysia, Email: 2 Faculty of Engineering, Lincoln University College, Selangor, Malaysia, Email: 3 Faculty of Built Environment and Surveying, Universiti Teknologi Malaysia, Skudai 81310, Johor, Malaysia, Email: ABSTRAK Visual comfort is a critical component of indoor environmental quality in schools, where lighting conditions influence visual performance, attention, and perceived well-being. In dense urban fabrics and semi-arid climates, classrooms often face a dual constraint: limited effective daylight use due to glare, privacy, and noise, alongside over-reliance on inadequately tuned electric lighting. This paper proposes a structured methodological framework for assessing visual comfort through an integrated workflow that combines field-based diagnostics (spot illuminance measurements and photographic documentation), occupant feedback, and simulation-based illustration using DIALux Evo. An illustrative, case-based application in public schools in Hebron City (Palestine) demonstrates how the framework supports interpretive understanding of recurring conditions, such as uneven illuminance distribution and potential glare-related situations, using standards (e.g., EN 12464-1) as non-evaluative reference points. The study does not claim performance compliance, certification, or predictive validation. It outlines how AIassisted decision support may be incorporated in future work to enable scalable early-stage assessments across classroom typologies. Kata kunci: daylighting, educational buildings, glare, illuminance, visual comfort. -------------------------------------------------------------------------------------------------------------------Info Artikel: Dikirim: 13 November 2025; Revisi: 21 Januari 2026; Diterima: 22 Januari 2026; Diterbitkan: 31 Maret 2026 ©2026 The Author(s). Published by Arsitekno, Architecture Program, Universitas Malikussaleh, Aceh, Indonesia under the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by/4.0/). -------------------------------------------------------------------------------------------------------------------- 1. BACKGROUND Indoor Environmental Quality (IEQ) is a fundamental consideration in architectural design, encompassing air quality, acoustics, thermal comfort, and visual comfort (lighting). Among these components, visual comfort plays a particularly critical role in educational environments, where lighting conditions directly influence students’ visual performance, attentiveness, and perceived well-being [1], [2]. Adequate lighting has been shown to reduce visual fatigue while supporting concentration and cognitive functioning, especially in spaces where occupants spend prolonged periods, such as classrooms [3]. Consequently, the integration of natural and artificial lighting within a balanced design framework is widely recognized as essential for achieving satisfactory IEQ in educational buildings. Previous studies have consistently demonstrated that lighting quality in schools affects learning outcomes, students’ comfort, and overall well-being [4], [5]. Inadequate or poorly distributed lighting has been associated with reduced academic performance, increased visual strain, and long-term discomfort, including headaches and eyestrain [6], [7]. Recent research further emphasizes the need for carefully designed lighting strategies in educational settings to support both visual comfort and productivity, particularly through the coordinated use of daylight and electric lighting systems PROGRAM STUDI ARSITEKTUR UNIVERSITAS MALIKUSSALEH |1| A METHODOLOGICAL FRAMEWORK FOR VISUAL COMFORT ASSESSMENT IN EDUCATIONAL SPACES In semi-arid regions, achieving appropriate visual comfort is further complicated by pronounced seasonal and daily variations in daylight availability [8]. These conditions require a careful balance between daylight utilization and artificial lighting to mitigate common problems such as glare, excessive contrast, and uneven illuminance distribution [9]. Several studies have highlighted that regional climatic characteristics are often insufficiently addressed in the lighting design and evaluation of educational facilities, particularly in resource-constrained contexts where design flexibility and maintenance capacity are limited [10]. Within the Palestinian context, many public-school buildings continue to experience persistent visual comfort challenges due to outdated lighting systems, limited maintenance, and constrained architectural layouts [11]. Classrooms frequently exhibit uneven illuminance conditions and elevated glare potential, reflecting insufficient integration between natural and artificial lighting strategies [12]. These challenges are often exacerbated by high occupancy levels, dense urban surroundings, and economic limitations, which collectively restrict both design interventions and systematic performance evaluation. Beyond their immediate impact on students’ ability to focus and learn effectively, such conditions raise broader concerns regarding long-term visual health and indoor environmental quality in educational spaces [13]. Despite the growing body of research on lighting performance and visual comfort in schools, existing studies often rely on isolated assessment tools, such as spot measurements, user surveys, or simulation analyses, applied independently and with varying methodological rigor [14] , [15]. In contexts characterized by climatic constraints and limited resources, this fragmentation complicates consistent diagnosis and comparison of visual comfort conditions. Accordingly, there remains a need for a structured methodological framework that integrates complementary assessment approaches within a coherent workflow, enabling systematic and context-sensitive evaluation without presupposing comprehensive performance validation. 1.2 Problem Statement Despite the recognized importance of visual comfort in supporting effective learning environments, many educational buildings, particularly in regions with limited economic resources and constrained infrastructure, are frequently reported in the literature as experiencing suboptimal lighting conditions. These conditions commonly include uneven spatial distribution of illuminance, potential glare-related situations, and insufficient coordination between natural and artificial lighting systems. Such challenges are widely acknowledged as factors that may adversely influence students’ visual comfort, concentration, and overall learning experience, especially in classrooms that are intensively used throughout the day. Existing research on visual comfort in educational spaces has largely focused on generalized contexts or isolated performance indicato (...truncated)