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A Framework for Healthy and Sustainable Learning Spaces: Linking Materiality, Indoor Environmental Quality (Ieq), And Student Well-Being in Caleb University, Lagos State, Nigeria
Subject area: Science,Engineering and Technology · Area of research: Sustainable Architecture and Environmental Design
DOI: https://doi.org/10.64388/IREV10I1-1719979
Abstract
The quality of the physical learning environment has a significant influence on students’ comfort, health, and academic performance. This study investigated the relationship between building material quality, Indoor Environmental Quality (IEQ), and student well-being at Caleb University, Imota, Lagos State, Nigeria. A cross-sectional survey design was adopted, and data were collected using a structured questionnaire that assessed students’ perceptions of thermal comfort, acoustic conditions, lighting quality, and the quality of building materials within their learning spaces. The data were analysed using descriptive statistics, Pearson Product-Moment Correlation, and multiple regression analysis. The findings revealed that a substantial proportion of students experienced environmental challenges within their classrooms. Specifically, 46.0% reported thermal discomfort, while 46.7% indicated that noise and poor acoustic conditions negatively affected their learning experience. The correlation analysis showed a strong positive relationship between indoor environmental quality and students’ well-being (r = .712, p < .001), suggesting that improved indoor conditions enhance concentration and overall well-being. Multiple regression analysis further identified building material quality as the strongest predictor of student well-being (β = .663, t = 16.677, p < .001), indicating that the quality of construction materials plays a critical role in creating supportive learning environments. The study concludes that improving both building material quality and indoor environmental conditions can significantly enhance students’ well-being and learning experiences. These findings provide useful evidence for architects, educational administrators, and policymakers involved in the planning, design, and management of sustainable educational facilities, particularly in tropical regions.
Keywords
Healthy Learning Spaces, Sustainable Learning Environments; Building Materials, Indoor Environmental Quality (IEQ), Student Well-Being, Caleb University.
How to cite this paper
@article{1719979,
author = {Asianya Chukwuebuka, Ezeokafor Emmanuel, Owoka Olamilekan, Olufemi Samuel},
title = {A Framework for Healthy and Sustainable Learning Spaces: Linking Materiality, Indoor Environmental Quality (Ieq), And Student Well-Being in Caleb University, Lagos State, Nigeria},
journal = {Iconic Research And Engineering Journals},
year = {2026},
volume = {10},
number = {1},
pages = {2918-2936},
issn = {2456-8880},
url = {https://www.irejournals.com/formatedpaper/1719979.pdf},
abstract = {The quality of the physical learning environment has a significant influence on students’ comfort, health, and academic performance. This study investigated the relationship between building material quality, Indoor Environmental Quality (IEQ), and student well-being at Caleb University, Imota, Lagos State, Nigeria. A cross-sectional survey design was adopted, and data were collected using a structured questionnaire that assessed students’ perceptions of thermal comfort, acoustic conditions, lighting quality, and the quality of building materials within their learning spaces. The data were analysed using descriptive statistics, Pearson Product-Moment Correlation, and multiple regression analysis. The findings revealed that a substantial proportion of students experienced environmental challenges within their classrooms. Specifically, 46.0% reported thermal discomfort, while 46.7% indicated that noise and poor acoustic conditions negatively affected their learning experience. The correlation analysis showed a strong positive relationship between indoor environmental quality and students’ well-being (r = .712, p < .001), suggesting that improved indoor conditions enhance concentration and overall well-being. Multiple regression analysis further identified building material quality as the strongest predictor of student well-being (β = .663, t = 16.677, p < .001), indicating that the quality of construction materials plays a critical role in creating supportive learning environments. The study concludes that improving both building material quality and indoor environmental conditions can significantly enhance students’ well-being and learning experiences. These findings provide useful evidence for architects, educational administrators, and policymakers involved in the planning, design, and management of sustainable educational facilities, particularly in tropical regions.},
keywords = {Healthy Learning Spaces, Sustainable Learning Environments; Building Materials, Indoor Environmental Quality (IEQ), Student Well-Being, Caleb University.},
month = {July},
doi = {https://doi.org/10.64388/IREV10I1-1719979}
}