The Role of Architectural Design in Enhancing Social Intelligence and Psychological Well-being in Children: An Analysis of Elementary Schools

Authors

https://doi.org/10.48314/adb.v2i2.35

Abstract

The early years of a child's life play a fundamental role in shaping their personality, social development, and mental and psychological well-being. In this context, the design of a school's physical environment can be a significant factor in enhancing children's social intelligence and happiness. Therefore, educational design should not be limited to creating mere physical spaces for learning but must also actively foster social skills, psychological vitality, and  Emotional Intelligence (EI)  in children. Given that the development of social intelligence and well-being in children aged 7 to 12 is heavily influenced by the quality of educational spaces, this article aims to analyze the architectural design components that enhance social intelligence and happiness in elementary schools. The research employs a qualitative and mixed-method approach, combining documentary studies, analysis of successful domestic and international case studies, contextual analysis, and integration with environmental psychology theories in a qualitative-descriptive manner. The study strives to propose an effective model by creating spaces for interaction and group learning. The results indicate that architectural design, when approached with a human-centered perspective and an understanding of child psychology, can significantly impact the social and psychological well-being of future generations. Findings reveal that factors such as biophilic design, color, spatial flexibility, legible forms, natural light, collaborative and play spaces, open and semi-open areas, and informal interactive spaces enhance social interactions, a sense of belonging, creativity, and student vitality. Additionally, aligning spatial design with children's psychological and behavioral needs—such as safety, mental tranquility, and participation—was identified as another key component. Finally, a combined model of environmental and non-environmental factors is proposed, serving as a guide for architects, urban designers, educational administrators, and policymakers in designing future-oriented schools.

Keywords:

Architectural design, Social intelligence, Psychological well-being, Elementary schools

References

  1. [1] Young, D. (2022). Rethinking the elementary school learning space. https://B2n.ir/fu7098
  2. [2] Shahhosseini, S., & Kheirandish, A. (2024). Compilation and validation of the design principles of educational spaces for the elementary school. Journal of educational planning studies, 13(25), 28-45. (In Persian). https://doi.org/10.22080/eps.2024.27594.2272
  3. [3] Juba, İ., & Bogenç, Ç. (2024). Impact of courtyard architecture on personal well-being and human health. Türkiye peyzaj araştırmaları dergisi, 7(2), 204–212. https://B2n.ir/kd8428
  4. [4] Kowaltowski, D. C. C. K., Gonçalves, P. P., & Cleveland, B. (2024). Better school architecture through design patterns. Learning environments research, 27(3), 619–647. https://doi.org/10.1007/s10984-024-09494-0
  5. [5] Esmaili, L., Jamali, A., & Ghorchian, N. (2024). Identifying and Analyzing the dimensions and components of improving social intelligence among the faculty members of Farhangian University of Tehran. Sociology of education, 10(1), 204–213. (In Persian). https://www.iase-jrn.ir/jufile?ar_sfile=4074018
  6. [6] Sadeghi, M., Sobhany Niya, M. T., & Eslami, M. T. (2021). The role of emotional intelligence competencies in teachers’ applied ethics from Gelman’s point of view. Journal of moral studies, 4(2), 1-16. (In Persian). https://doi.org/10.22034/ethics.2022.49493.1409
  7. [7] Akbari Moghadam, F., & Mohammadzadeh, S. (2023). Design of a creative elementary school in Bojnourd. Journal of psychological studies and educational sciences, 6(60), 1–16. (In Persian). https://civilica.com/doc/1783701
  8. [8] Liu, H., & Boyatzis, R. E. (2021). Focusing on resilience and renewal from stress: The role of emotional and social intelligence competencies. Frontiers in psychology, 12, 685829. https://doi.org/10.3389/fpsyg.2021.685829
  9. [9] Boyatzis, R. E. (2018). The behavioral level of emotional intelligence and its measurement. Frontiers in psychology, 9, 1438. https://doi.org/10.3389/fpsyg.2018.01438
  10. [10] Singh, A., & Chouhan, T. (2023). Artificial intelligence in HRM: Role of emotional–social intelligence and future work skill. In The adoption and effect of artificial intelligence on human resources management, part A (pp. 175–196). Emerald Publishing Limited. https://doi.org/10.1108/978-1-80382-027-920231009
  11. [11] Daneshgarmoghaddam, G., & Eslampour, M. (2013). Analysis of the environmental capability theory from Gibson’s perspective and its feedback in studies of humans and the human-made environment. Armanshahr architecture & urban development, 5(9), 73–86. (In Persian). https://www.armanshahrjournal.com/article_33213.html?lang=en
  12. [12] Zarei, F., Mousavi, S. K., & Mohammadi Asiabadi, A. (2021). A psychological study of the personalities of Fereydoun and Zahhak based on Abraham Maslow’s personality theory. Literary arts, 13(1), 129–150. (In Persian). https://doi.org/10.22108/liar.2021.125198.1929
  13. [13] Goltabar, M., Roshan, M., & Alinia, Z. (2023). The impact of the connection between interior and exterior spaces in the design of elementary schools to increase the quality of learning and education for children aged 7-12. Research in the arts and humanities, 8(9), 1-16. (In Persian). https://civilica.com/doc/1900491
  14. [14] Moein Mehr, S., & Majidi, V. (2022). Identifying school architectural design criteria based on mulla sadra’s theory of substantial motion as an effective factor in the formation of human identity (Case study of five contemporary schools in Iran). Sccsr-frh, 8(2), 101–132. (In Persian). http://frh.sccsr.ac.ir/article-1-443-en.html
  15. [15] Malek, N., Saadvandi, M., Khaleghian, S., & Nasr Isfahani, Z. (2023). Educational space design principles; with an approach to improving the performance of children with “learning disorder.” Armanshahr architecture & urban development, 16(43), 73–92. (In Persian). https://www.armanshahrjournal.com/article_176014.html
  16. [16] Esmaeili, A., Shahcheraghi, A., & Habib, F. (2021). Explaining the conceptual model of the influence of flexible architecture with admiration of students in the yard and hallway in elementary school. Journal of architectural thought, 5(10), 138–149. (In Persian). https://doi.org/10.30479/at.2020.11937.1360
  17. [17] Khalilikhah, S., Irani Behbahani, H., Azizi, S., & Hashemnejad Shirazi, H. (2022). Investigation of design components of creative vitality in tehran primary schools using R factor analysis. Armanshahr architecture & urban development, 15(39), 75–87. (In Persian). https://www.armanshahrjournal.com/article_158066.html
  18. [18] Ahmadi Faizabad, S. (2024). Analysis and study of optimal school design in elementary schools. National humanities conference with a new approach, (1), 3993–4012. (In Persian). https://www.noormags.ir/view/en/articlepage/2200089
  19. [19] Katiraei, F., Razzaghi asl, S., & Saleh Sedghpour, B. (2022). Elaborating on the relationship between environmental components of primary schools and emotional intelligence with the emphasis on children’s stress management component. Journal of sustainable architecture and urban design, 10(2), 129–152. https://jsaud.sru.ac.ir/article_1682.html?lang=en
  20. [20] Rajabi jelvany, M., Afshary, M., & Soltani, N. (2023). Design solutions for children’s play space is based on identifying environmental and non-environmental components affecting children’s emotional and social intelligence. Art-university-of-isfahan, 13(34), 59–72. http://dx.doi.org/10.52547/mmi.1611.14010630
  21. [21] Dehari, F., Ibrahimi, F., & Murati, H. (2022). Challenges of designing primary school grounds in North Macedonia. Journal of applied sciences-sut, 8(15–16), 78–94. (In Persian). https://b2n.ir/uu8254
  22. [22] Rezaeyan, T., Jahed, H., Nourian, M., & Shahmohammady, N. (2023). Designing a dynamic model for primary schools. Journal of new approaches in educational administration, 14(3), 128–145. (In Persian). https://doi.org/10.30495/jedu.2023.29076.5820
  23. [23] Falzon, D., & Conrad, E. (2024). Designing primary school grounds for Nature-based learning: A review of the evidence. Journal of outdoor and environmental education, 27(3), 437–468. https://doi.org/10.1007/s42322-023-00142-4
  24. [24] Gray, F., & Downie, A. (2024). Designing thriving school ecosystems: The synergy of biophilic design, wellbeing science, and systems science. Architecture, 4(3), 594–612. https://doi.org/10.3390/architecture4030031

Downloads

Published

2025-02-27

Issue

Vol. 2 No. 2 (2025): Architectural Dimensions and Beyond

Section

Articles

How to Cite

Kazemi, T. . (2025). The Role of Architectural Design in Enhancing Social Intelligence and Psychological Well-being in Children: An Analysis of Elementary Schools. Architectural Dimensions and Beyond, 2(2), 156-168. https://doi.org/10.48314/adb.v2i2.35

Similar Articles

1-10 of 16

You may also start an advanced similarity search for this article.