Assessment and improvement of thermal comfort conditions in educational buildings: an example of a secondary school

Abstract

This study, conducted at a secondary school in the cold winter-hot summer climate type of Bingöl, Turkey, measured temperature, air velocity, and relative humidity, while collecting satisfaction surveys. The findings indicate that while winter indoor temperatures generally remain within comfort ranges, some classrooms have indoor radiation temperatures below 17℃. In summer, indoor temperatures often exceed the 26℃ comfort threshold, reaching 30-35℃ in August. Air velocity assessments reveal that speeds above 0.4 m/s in summer provide relief from high temperatures, while speeds below 0.2 m/s in winter are adequate. Children show greater sensitivity to high temperatures than adults, adapting by adjusting windows or clothing. The PMV/PPD model inaccurately predicts students' thermal sensations, showing higher dissatisfaction rates in summer (40.4%) compared to winter (6.8%). The study emphasizes the importance of both natural and mechanical ventilation, advocating for natural ventilation due to its energy efficiency and health benefits. These findings highlight the need for integrating passive design features in school buildings to ensure year-round thermal comfort while minimizing energy use. Optimizing thermal conditions in educational settings can significantly enhance health, comfort, and learning outcomes, making a strong case for sustainable design practices in schools.

Keywords

• Indoor comfort conditions
• thermal comfort
• school buildings
• student satisfaction
• field survey
• PMV/PPD

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