Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye's Diverse Climatic Zones

Dilan Kuranlıoğlu; Gizem Izmir Tunahan

Araştırma Makalesi

Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye's Diverse Climatic Zones

Yıl 2025, Cilt: 41 Sayı: 1, 282 - 317, 30.04.2025

Dilan Kuranlıoğlu , Gizem Izmir Tunahan

Öz

Abstract: The design of educational buildings plays a crucial role in students' comfort, well-being, and the functionality of their learning environments, with climate-responsive design being critical for addressing global climate challenges, ensuring energy efficiency, sustainability and resilience to extreme weather conditions in addition to occupant comfort. In Türkiye, the impact of varying climatic conditions on school design is often disregarded, resulting in the use of uniform designs that may not meet regional climatic needs, potentially leading to concerns with indoor comfort, energy efficiency, air quality, and, ultimately, adversely impacting student health, well-being, and academic performance.
This study aims to investigate the uniformity of educational building designs across
Türkiye’s climatic regions evaluate their climate responsiveness and predict the potential short- and long-term impacts on student health, well-being, and academic performance in cases where climate-responsive design is insufficient. Köppen climate classification was used to categorise Türkiye's climatic zones and select pilot cities with extreme heat and cold conditions. The educational buildings in these cities were evaluated for design uniformity and climate responsiveness. Finally, the potential impacts of the identified uniformity and lack of climate-responsive design were synthesised from the literature.
The findings revealed that despite significant climatic differences, many schools in Türkiye share similar designs that do not adequately address regional climate needs, which could have important implications for both the learning environment and student equity, potentially exacerbating disparities between students in different regions. The study emphasises the critical need to incorporate climate-responsive design strategies in educational buildings to enhance not only the current indoor conditions but also to address future challenges posed by climate change, improve energy efficiency, and, most importantly, foster equitable and supportive learning environments for all students. Further experimental studies are recommended to assess the impact of climate-responsive design on students' health, well-being, and cognitive performance.

Anahtar Kelimeler

Climate-responsive design, Cognitive performance, Educational buildings, Indoor comfort, Türkiye, Student health and well-being

Kaynakça

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İklime Duyarlı Öğrenme Ortamları Tasarlamak: Türkiye'nin Çeşitli İklim Bölgelerinde Eğitim Binalarını Yeniden Düşünmek

Yıl 2025, Cilt: 41 Sayı: 1, 282 - 317, 30.04.2025

Dilan Kuranlıoğlu , Gizem Izmir Tunahan

Öz

Öz: Eğitim binalarının tasarımı, öğrencilerin konforu, refahı ve öğrenme ortamlarının işlevselliği açısından önemli bir rol oynamaktadır. İklime duyarlı tasarım, küresel iklim zorluklarını ele almak, enerji verimliliği, sürdürülebilirlik ve aşırı hava koşullarına dayanıklılığın yanı sıra kullanıcı konforunun sağlanması açısından kritik öneme sahiptir. Türkiye'de, değişen iklim koşullarının okul tasarımı üzerindeki etkisi genellikle göz ardı edilmekte ve bu da bölgesel iklim ihtiyaçlarını karşılayamayan tek tip tasarımların kullanılmasıyla sonuçlanmaktadır.
Bu durum iç mekan konforu, enerji verimliliği, hava kalitesiyle ilgili endişelere yol açabilmekte ve nihayetinde öğrenci sağlığını, refahını ve akademik performansını olumsuz etkileyebilmektedir.
Bu çalışma, eğitim binası tasarımlarının Türkiye'nin iklim bölgeleri genelinde tekdüzeliğini araştırmayı amaçlamaktadır. İklime duyarlılıklarını değerlendirmek ve iklime duyarlı tasarımın yetersiz olduğu durumlarda öğrenci sağlığı, refahı ve akademik performansı üzerindeki olası kısa ve uzun vadeli etkileri tahmin etmekte çalışmanın amaçları arasında yer almaktadır. Köppen iklim sınıflandırması, Türkiye'nin iklim bölgelerini kategorize etmek ve aşırı sıcak ve soğuk koşullarına sahip pilot şehirleri seçmek için kullanılmıştır. Pilot şehirlerdeki eğitim binaları tasarım tekdüzeliği ve iklime duyarlılık açısından değerlendirilmiştir. Son olarak, belirlenen tekdüzeliğin ve iklime duyarlı tasarım eksikliğinin potansiyel etkileri literatürden sentezlenmiştir.
Bulgular, önemli iklim farklılıklarına rağmen, Türkiye'deki birçok okulun bölgesel iklim ihtiyaçlarını yeterince karşılamayan benzer tasarımlara sahip olduğunu ve bunun hem öğrenme ortamı hem de öğrenci eşitliği için önemli sonuçlar doğurabileceğini, farklı bölgelerdeki öğrenciler arasındaki eşitsizlikleri daha da kötüleştirebileceğini, ortaya koymuştur. Çalışma, yalnızca mevcut iç mekan koşullarını iyileştirmek için değil, aynı zamanda iklim değişikliğinin oluşturduğu gelecekteki zorlukları ele almak, enerji verimliliğini artırmak ve en önemlisi tüm öğrenciler için eşit ve destekleyici öğrenme ortamları yaratmak için eğitim binalarına iklime duyarlı tasarım stratejilerinin dahil edilmesinin kritik ihtiyacını vurgulamaktadır. İklime duyarlı tasarımın öğrencilerin sağlığı, refahı ve bilişsel performansı üzerindeki etkisini değerlendirmek için daha fazla deneysel çalışma önerilmektedir.

Anahtar Kelimeler

İklime duyarlı tasarım, Bilişsel performans, Eğitim binaları, İç mekan konforu, Türkiye, Öğrenci sağlığı ve iyi olma hali

Kaynakça

E. Firman and K. S. Dedy Sandiarsa, “The Effect of Learning Environment on Students’ Motivation in Learning,” Jurnal Ilmiah Mandala Education (JIME), vol. 10, no. 4, pp. 1046–1051, 2024, doi: 10.58258/jime.v9i1.7614/http.
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M. Salameh and B. Touqan, “Designing Climate-Adaptive Buildings: Impact of Courtyard Geometry on Microclimates in Hot, Dry Environments,” Civil Engineering Journal (Iran), vol. 10, no. 8, pp. 2698–2718, Aug. 2024, doi: 10.28991/CEJ-2024-010-08-017.
S. C. Asha and M. A. Blessing, “Environment Modifying in Inclusive Education,” Shanlax International Journal of Arts, Science and Humanities, vol. 11, no. Special Issue 1, pp. 5–9, 2023, doi: 10.34293/sijash.
T. Vinsela Jeev, “Causes and Effects of Climate Change in Education,” Shanlax International Journal of Arts, Science and Humanities, vol. 11, no. Special Issue 2, pp. 65–68, 2024, doi: 10.34293/sijash.
S. Venegas Marin, L. Schwarz, and S. Sabarwal, “Impacts of Extreme Weather Events on Education Outcomes: A Review of Evidence,” World Bank Res Obs, vol. 39, no. 2, pp. 177–226, 2024.
M. H. AL Hussaini, “Impact of Climate on Student Education and Their Future Development,” International Journal of Integrative Sciences, vol. 2, no. 4, pp. 525–534, May 2023, doi: 10.55927/ijis.v2i4.3951.
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Y. K. Juan and Y. Chen, “The influence of indoor environmental factors on learning: An experiment combining physiological and psychological measurements,” Build Environ, vol. 221, Aug. 2022, doi: 10.1016/j.buildenv.2022.109299.
H. W. Brink, M. G. L. C. Loomans, M. P. Mobach, and H. S. M. Kort, “Classrooms’ indoor environmental conditions affecting the academic achievement of students and teachers in higher education: A systematic literature review,” Indoor Air, vol. 31, no. 2, pp. 405–425, Mar. 2021, doi: 10.1111/ina.12745.
A. Michael and C. Heracleous, “Assessment of natural lighting performance and visual comfort of educational architecture in Southern Europe: The case of typical educational school premises in Cyprus,” Energy Build, vol. 140, pp. 443–457, Apr. 2017, doi: 10.1016/j.enbuild.2016.12.087.
Z. S. Zomorodian, M. Tahsildoost, and M. Hafezi, “Thermal comfort in educational buildings: A review article,” Jun. 01, 2016, Elsevier Ltd. doi: 10.1016/j.rser.2016.01.033.
Y. P. Villarreal Arroyo, R. Peñabaena-Niebles, and C. Berdugo Correa, “Influence of environmental conditions on students’ learning processes: A systematic review,” Mar. 01, 2023, Elsevier Ltd. doi: 10.1016/j.buildenv.2023.110051.
P. Sarıcıoğlu and İ. Ayçam, “A framework for the evaluation of buildings in the context of climate change for Turkey,” GRID - Architecture, Planning and Design Journal, Jul. 2021, doi: 10.37246/grid.934644.
Y. Yildiz and M. Kocyigit, “Energy consumption analysis of education buildings: The case study of balikesir university,” Gazi University Journal of Science, vol. 34, no. 3, pp. 665–677, 2021, doi: 10.35378/gujs.722746.
E. Bölük, O. Eskioğlu, Y. Çalık, and S. Yağan, “Köppen İklim Sınıflandırmasına Göre Türkiye İklimi,” Jan. 2023.
Meteoroloji Genel Müdürlüğü, “İllere Ait Mevsim Normalleri (1991-2020),” https://www.mgm.gov.tr/veridegerlendirme/il-ve-ilceler-istatistik.aspx?k=H. Accessed: Nov. 16, 2025. [Online]. Available: https://www.mgm.gov.tr/veridegerlendirme/il-ve-ilceler-istatistik.aspx?k=H
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Milli Eğitim Bakanlığı, “Eğitim Yapıları Asgari Tasarım Standartları Kılavuzu,” 2015.
U. Atmaca, “TS 825 Binalarda Isı Yalıtım Kuralları Standardındaki Güncellemeler,” Tesisat Mühendisliği, no. 154, pp. 21–35, 2016.
Vstarenergy, “Building Thermal Rating Assessors,” Vstarenergy. Accessed: Dec. 20, 2024. [Online]. Available: https://vstarenergy.com.au/2024/08/19/window-to-wall- ratio/#:~:text=Ideal%20WWR%3A%2020%2D40%25,enhance%20energy%20efficiency%20and%20co mfort
E. Bölük, O. Eskioğlu, Y. Çalık, and S. Yağan, “Köppen İklim Sınıflandırmasına Göre Türkiye İklimi,” Jan. 2023.
A. Caporale, F. Gabriele Galizia, L. Botti, and C. Mora, “Thermal comfort prediction of aged industrial workers based on occupants’ basal metabolic rate,” in Social and Occupational Ergonomics, AHFE International, 2022. doi: 10.54941/ahfe1002666.
U. Unver, E. Adigüzel, E. Adıgüzel, and S. Çivi, “Türkiye’deki İklim Bölgelerine Göre Binalarda Isı Yalıtım Uygulamaları Application of Thermal Insulation in Buildings by Climate Zones in Turkey,” İleri Mühendislik Çalışmaları ve Teknolojileri Dergisi, vol. 1, no. 2, pp. 171–187, 2020, [Online]. Available: https://www.researchgate.net/publication/348371986
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Toplam 80 adet kaynakça vardır.

Ayrıntılar

Birincil Dil	İngilizce
Konular	Mimari Mühendislik, Yapı Malzemeleri
Bölüm	Makaleler
Yazarlar	Dilan Kuranlıoğlu 0009-0003-8886-5024 Gizem Izmir Tunahan 0000-0003-1473-9351
Yayımlanma Tarihi	30 Nisan 2025
Gönderilme Tarihi	20 Şubat 2025
Kabul Tarihi	19 Nisan 2025
Yayımlandığı Sayı	Yıl 2025 Cilt: 41 Sayı: 1

Kaynak Göster

APA	Kuranlıoğlu, D., & Izmir Tunahan, G. (2025). Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi, 41(1), 282-317.
AMA	Kuranlıoğlu D, Izmir Tunahan G. Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi. Nisan 2025;41(1):282-317.
Chicago	Kuranlıoğlu, Dilan, ve Gizem Izmir Tunahan. “Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones”. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi 41, sy. 1 (Nisan 2025): 282-317.
EndNote	Kuranlıoğlu D, Izmir Tunahan G (01 Nisan 2025) Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi 41 1 282–317.
IEEE	D. Kuranlıoğlu ve G. Izmir Tunahan, “Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones”, Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi, c. 41, sy. 1, ss. 282–317, 2025.
ISNAD	Kuranlıoğlu, Dilan - Izmir Tunahan, Gizem. “Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones”. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi 41/1 (Nisan 2025), 282-317.
JAMA	Kuranlıoğlu D, Izmir Tunahan G. Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi. 2025;41:282–317.
MLA	Kuranlıoğlu, Dilan ve Gizem Izmir Tunahan. “Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones”. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi, c. 41, sy. 1, 2025, ss. 282-17.
Vancouver	Kuranlıoğlu D, Izmir Tunahan G. Designing Climate-Responsive Learning Environments: Rethinking Educational Buildings Across Türkiye’s Diverse Climatic Zones. Erciyes Üniversitesi Fen Bilimleri Enstitüsü Fen Bilimleri Dergisi. 2025;41(1):282-317.

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✯ Dergide ve/veya web sayfasında, ulusal ve uluslararası standartlara atıf yaparak, dergide ve/veya web sayfasında etik ilkeler ayrı başlık altında belirtilmelidir. Örneğin; dergilere gönderilen bilimsel yazılarda, ICMJE (International Committee of Medical Journal Editors) tavsiyeleri ile COPE (Committee on Publication Ethics)’un Editör ve Yazarlar için Uluslararası Standartları dikkate alınmalıdır.
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