Prioritizing Physical Comfort Conditions in Primary School Design: Insights from Teacher Perspectives in Algeria

The design of primary schools has evolved gradually over time, with each period reflecting changes in specific aspects of educational and environmental needs. The current trend emphasizes the integration of computer technology into the school environment, aiming to create a space that supports both traditional and digital methods of teaching. However, in Algeria, these concerns are still not fully addressed. Instead, the focus remains on creating a physical environment that facilitates knowledge transmission and offers a more comfortable space for both students and teachers. In architectural design, achieving an optimal balance of comfort is challenging, often forcing architects to prioritize some aspects over others. Determining which form of comfort should take precedence is therefore crucial. This study aims to identify and prioritize the physical comfort conditions most essential for effective learning environments. To accomplish this, we conducted a thorough theoretical review to identify the key factors influencing physical comfort and potential disruptions to the learning process. Furthermore, we surveyed primary school teachers to rank these conditions based on their perceived importance. The findings provide valuable insights into the challenges teachers encounter in the classroom, offering a foundation for informed decision-making in future school design initiatives.