Impact of Daylighting on Students’ Productivity in Academic Architecture Studios: A Self-Reported Study | ||
| MSA Engineering Journal | ||
| Articles in Press, Accepted Manuscript, Available Online from 07 October 2025 | ||
| Document Type: Original Article | ||
| DOI: 10.21608/msaeng.2025.416616.1403 | ||
| Authors | ||
| Kareem M Alhefnawy* 1; Hanan M Sabry2; Shady Shawky Saifelnasr3 | ||
| 1Architecture Department, Faculty of Engineering, MSA University, 6th of October, Giza, Egypt | ||
| 2Department of Architecture, Faculty of Engineering, Ain Shams University, Cairo, Egypt | ||
| 3Architectural Systems Engineering, October University for Modern Sciences and Arts (MSA), Giza, Egypt | ||
| Abstract | ||
| Daylighting has been recognized for enhancing cognitive performance and well-being in educational spaces, yet its impact on productivity in architecture studios has received limited research attention. This paper investigates the effect of daylighting on productivity by using a quantitative approach represented in a self-reported questionnaire to measure the relationship between daylighting and productivity in universities. In Egypt, daylight presents a special opportunity for integration into architecture studios. The analysis of data is conducted by using the Statistical Package for the Social Sciences (SPSS) software, with physical space measurements to validate the illuminance levels of the room. Results show a clear perceived link between daylighting and the productivity of the student, supported with behavioural changes taking place when daylight is limited in adverse lighting conditions. The findings are consistent with daylighting benefits across student demographics and highlight the need for integrating daylighting strategies in creative learning environments. The research provides architects and others involved in design with proof for integrating daylight solutions in the early design stage. | ||
| Keywords | ||
| Daylighting; Productivity; Architecture Studios; Self-reported Questionnaire; Educational Spaces | ||
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