Optimizing Classroom Lighting for Enhanced Visual Comfort and Reduced Energy Consumption

Educational buildings are recognized as one of the largest consumers of electrical energy. Inadequate lighting can also have negative physical and psychological effects on these environments. Therefore, optimal lighting design that meets electrical energy needs while providing visual comfort is essential. Reducing glare, primarily caused by artificial lighting in educational environments, is particularly important. Glare can lead to discomfort and eye fatigue, adversely affecting learning performance. To measure and assess this phenomenon, the “Unified Glare Rating (UGR)” metric is employed, which helps designers accurately evaluate the level of glare caused by lighting. This paper examines the parameters of height and surface reflectance as variable factors to achieve an optimal design that reduces lamp demand and minimizes glare, using a three-phase methodology: (1) using Dialux software, two primary scenarios—varying heights (2.5 and 3 m) and reflectance coefficients (ceiling, walls, floor)—were examined, (2) across 100 simulations followed by correlation and regression analyses to assess the effect of each reflectance coefficient (ceiling, walls, floor) on illuminance and the UGR, and (3) energy performance evaluation. Results demonstrate trade-offs: reducing lamps from 15 to 9 lowered energy use by 40% but increased UGR from 13 to 18 (approaching the discomfort threshold of 19), while 12 lamps achieved a balance—20% energy savings, a UGR of 14, and uniformity of 0.67. Surface reflectance emerged as critical, with high-reflectance ceilings (≥85%) and walls (≥80%) contributing 50.9% and 32% to illuminance variance, respectively. This study concludes that multi-parameter optimization—integrating height, lamp quantity, and reflectance—is essential for energy-efficient classroom lighting with acceptable glare levels, providing actionable guidelines for urban educational environments constrained by artificial lighting dependency.