An Analysis of the Components of the Mobility Cycle and Naturalism in the Architectural Design of Educational Spaces in Girls’ Schools (Case Study: Lower Secondary Schools, Tehran city, Iran)

Gheisari, Mina; Azemati, Saeed; Naseri, Gholamhossein; Moradinasab, Hossein

doi:10.22034/ijumes.2026.2091196.1370

An Analysis of the Components of the Mobility Cycle and Naturalism in the Architectural Design of Educational Spaces in Girls’ Schools (Case Study: Lower Secondary Schools, Tehran city, Iran)

Document Type : Case Study

Authors

Mina Gheisari ¹

Saeed Azemati ²

Gholamhossein Naseri ³

Hossein Moradinasab ¹

¹ Department of Architecture, Se.C., Islamic Azad University Semnan, Iran

² Department of Architecture, ET.C., Islamic Azad University, Tehran, Iran

³ Department of Architecture, Da.C., Islamic Azad University Damghan, Iran

10.22034/ijumes.2026.2091196.1370

Abstract

Nowadays, many educational environments designed with a child-centered approach especially in girls' elementary schools face significant functional challenges. Inefficient educational spaces that lack flexibility, spatial diversity, and compatibility with children's scale and psychological characteristics cannot provide an appropriate context for improving the quality of education. The aim of this study is to explain the role of design components of child-centered educational spaces based on enhancing mobility and nature-orientation in girls' elementary schools (first cycle) in Tehran city. The methodological approach of the study is survey-based, and data collection was conducted in two stages: first, through library research and a review of literature related to mobility, nature-orientation, and child-centered educational design; and second, through a field study using a closed-ended questionnaire. The statistical population consisted of 290 principals, teachers, and staff members of selected schools with more than five years of work experience. Participants were selected through cluster random sampling. The sample size was determined based on Klein's formula (2 to 5 participants for each questionnaire item). Data analysis was performed using factor analysis in R, Pearson correlation test, and structural equation modeling in AMOS software. The findings indicate that in the cycle of designing child-centered educational spaces, "mobility" and "nature-orientation" play key and determining roles. Designing dynamic spaces enriched with natural elements can enhance spatial diversity, social interaction, and physical movement. Accordingly, focusing on the creation of multi-functional, flexible spaces inspired by nature can increase opportunities for movement, experience, active learning, and environmental exploration among children.

Graphical Abstract

An Analysis of the Components of the Mobility Cycle and Naturalism in the Architectural Design of Educational Spaces in Girls’ Schools (Case Study: Lower Secondary Schools, Tehran city, Iran)

Highlights

· Child-centered educational spaces built on mobility and nature-orientation can transform static classrooms into dynamic, exploration-driven learning environments.

· A survey of 290 principals, teachers, and staff across five Tehran schools identified four core design components: mobility, safety and accessibility, nature-orientation, and participation.

· Mobility and nature-orientation show the strongest bidirectional relationship (r = 0.742), forming the central core of the design cycle.

· Safety and accessibility function as a prerequisite condition without them, mobile and nature-oriented spaces cannot be effectively used by children.

· The structural equation model achieved excellent fit (GFI = 1.00, CFI = 1.00, RMSEA = 0.00), confirming mobility as the driving engine that, through nature-orientation and safety, ultimately strengthens participation.

Keywords

Architectural design principles

child-centered educational space

mobility

spatial diversity

Tehran City

· Arndt, P.A. (2012), Design of Learning Spaces: Emotional and Cognitive Effects of Learning Environments in Relation to Child Development. Mind, Brain, and Education, 6: 41-48. https://doi.org/10.1111/j.1751-228X.2011.01136.x

· Azemati, S.; Jamshidzadeh, K.; Akbari Khoshkdash, A., (2024). Evaluation of influential components in child-centered spaces based on enhancing children's creativity from experts' perspectives. Architecture and Human-Centered Environments. 1(1), 56-67.

· Barrett, P.; Davies, F.; Zhang, Y.; Barrett, L., (2015). The impact of classroom design on pupils' learning: Final results of a holistic, multi-level analysis. Building and Environment. 89, 118-133. https://doi.org/10.1016/j.buildenv.2015.02.013.

· Celeste, M. D., (2025). Promoting playful communities: The ways elementary teachers play. American Journal of Play. 17(1), 75-95.

· Chierichetti, C.; Lembo, L., (2022). Children's participation in the design of learning environments. International Journal of Early Years Education. 30(1), 56-72. https://doi.org/10.1080/09669760.2021.1983872.

· Chinmay, P.; Charu, M., (2025). Exploring spatial design preferences for learning spaces in primary schools: A child-centered approach using generative AI. Proceedings of the 16th International Conference of Human-Computer Interaction (IndiaHCI '25).

· Craig, D., Trina, N. A., Monsur, M., Haque, U. T., Farrow, G., Hasan, M. Z., Tasnim, F., & Akinbobola, M. S. (2024). Effective Nature-Based Outdoor Play and Learning Environments for below-3 Children: A Literature-Based Summary. International Journal of Environmental Research and Public Health, 21(9), 1247. https://doi.org/10.3390/ijerph21091247

· Dudek, M., (2005). Children's Spaces. Architectural Press.

· Evans, G. W., (2006). Child development and the physical environment. Annual Review of Psychology. 57, 423-451. https://doi.org/10.1146/annurev.psych.57.102904.190057.

· Gehl, J., (2010). Cities for People. Island Press.

· Kariippanon, K. E.; Cliff, D. P.; Lancaster, S. L.; Okely, A. D.; Parrish, A. M., (2018). Perceived interplay between flexible learning spaces and teaching, learning and student wellbeing. Learning Environments Research. 21, 10. DOI:10.1007/s10984-017-9254-9

· Katherine, S.; Balladares, J.; Grau, V.; Marín, A.; Preiss, D. D.; Jadue, D., (2024). Playfulness and the quality of classroom interactions in preschool. Learning and Instruction. 93, 103-125. Playfulness and the quality of classroom interactions in preschool - ScienceDirect

· Lara, R. R.; Leeb, R. T.; Merrick, M. T.; Forbes, L. W., (2016). Conceptualizing and measuring safe, stable, nurturing relationships and environments in educational settings. Journal of Child and Family Studies. 25(5), 1488-1504. Doi: 10.1007/s10826-015-0332-2.

· Louro, M., (2019). Architecture stories in the construction of children's spatial conscience. In Kong, M. M.; Monteiro, M. R.; Neto, M. J. P. (Eds.), Intelligence, Creativity and Fantasy. 166-171. https://dialnet.unirioja.es/servlet/articulo?codigo=9820616

· Lutz, K. L., S. B. Rakowska, and M. D. Adams. (2024). Examining the impacts of school bus travel on students' academic performance in two major cities. Canadian Geographies / Géographies canadiennes, 68, 603–614. https://doi.org/10.1111/cag.12957

· Malinin, L.; Parnell, R., (2012). Reconceptualizing school design: Learning environments for children and youth. Children, Youth and Environments. 22(1), 11-22. DOI: https://doi.org/10.7721/chilyoutenvi.22.1.0011

· Marcella, A. R.; Daniel, E.; Jack, N., (2023). Impact of urban schoolyard play zone diversity and nature-based design features on unstructured recess play behaviors. Landscape and Urban Planning. 230, 1-13.

· Matthew, H. E. M. B.; Rigolon, A., (2019). School green space and its impact on academic performance: A systematic literature review. International Journal of Environmental Research and Public Health. 16(3), 429.

· Radun, J.; Keränen, J.; Rantanen, S.; Veermans, M.; Hongisto, V., (2025). Comparison of open, flexible, and enclosed learning spaces, Teaching staff's experiences and activity sound exposure. Building and Environment. 280, 1-21. https://doi.org/10.1016/j.buildenv.2025.113125.

· Razmi, H.; Gholami, M., (2024). Environmental responsiveness for the growth and development of children's creativity: Strategies in architectural design of educational spaces (Case study: Elementary schools). Applied Research in Technical and Engineering. 3(21), 151-189. https://jref.ir/20054

· Ritonga, D. A.; Damanik, S.; Damanik, S. A.; Priyambada, G., (2022). Development of learning variations to improve basic jumping skills and play approaches of elementary school students. International Journal of Education in Mathematics, Science, and Technology. 10(2), 360-371. DOI:10.46328/ijemst.2246

· Rose, D. H.; Meyer, A., (2007). Teaching Every Student in the Digital Age: Universal Design for Learning. Association for Supervision and Curriculum Development. DOI:10.1007/s11423-007-9056-3

· Salawu, A.; Ateiza, I.; Nuhu, T.; Isah, A., (2024). Effectiveness of inclusive design for children with disabilities in Nigerian education buildings. International Journal of Architecture and Urbanism. 8(1), 17-29. DOI:10.32734/ijau. v8i1.15532.

· Singer, E., (2015). Play and playfulness in early childhood education and care. Psychology in Russia: State of the Art. 8(2), 27-35. https://doi.org/10.11621/pir.2015.0203

· Sri Een, H.; Itaya, A., (2019). The current status of green space around elementary schools: A case study of Malang, Indonesia. Journal of Forest Planning. 25(1), 15-20. DOI:10.20659/jfp.2019.001

· Sun, R.; Firzan, M., (2024). Investigating user feedback for learning space design in primary schools of Shandong Province, China. Buildings. 14(8), 2467. https://doi.org/10.3390/buildings14082467

· Uline, C. L.; Tschannen-Moran, M., (2008). The walls speak: The interplay of quality facilities, school climate, and student achievement. Journal of Educational Administration. 46(1), 55-73. https://doi.org/10.1108/09578230810849817.

· Vaishnavi, K.; Vera, D., (2023). Spatial design recommendations for inclusive early childhood learning spaces (Master's thesis). OCAD University. https://openresearch.ocadu.ca/id/eprint/4090

· Wang, Y.; Kim, Y. S., (2025). Child play activity modeling for playground space design using the context-based activity modeling method. Sustainability. 17(14), 6244. https://doi.org/10.3390/su17146244

· Wing, K. F.; Chung, K. K. H., (2023). Playfulness as the antecedent of kindergarten children's prosocial skills and school readiness. European Early Childhood Education Research Journal. 1-14. DOI:10.1080/1350293X.2023.2200018

· Woolley, H., (2021). Designing for children's outdoor environments. Landscape and Urban Planning. 105(3), 234-245.

· Zhu, C., Klapwijk, R., Silva-Ordaz, M. et al. Investigating the role of spatial thinking in children’s design ideation through an open-ended design-by-analogy challenge. Int J Technol Des Educ 34, 1733–1762 (2024). https://doi.org/10.1007/s10798-024-09877-7