Document Type : Research Paper

Authors

• Mansoureh Farokhi ¹
• Razieh Labibzadeh ²
• hosein zabihi ³

¹ PhD. Student of Architecture, Department of Architecture, SR.C., Islamic Azad University, Tehran, Iran.

² Assistant Prof., Department of Architecture, Science and Research Branch, Islamic Azad University, Tehran, Iran.

³ Associate Prof., Department of urban planning, Science and Research Branch, Islamic Azad University, Tehran, Iran.

Abstract

Introduction
Social sustainability is a key aspect of sustainable development, highlighting social values, human needs, community cohesion, and well-being. In architectural education, a lack of integration of social sustainability elements often results in lower student satisfaction and less effective interaction with learning environments. Architecture schools, as the training grounds for future designers, require strategic design strategies that enhance both the functional and psychosocial qualities of space, promoting a sense of attachment, security, and ongoing engagement among users.
Methods
This applied developmental research used a mixed-methods approach, combining both quantitative and qualitative methods. Data were gathered through a systematic literature review and field surveys using questionnaires among students at the Faculty of Fine Arts, University of Tehran. A comprehensive conceptual model was developed based on both theoretical frameworks and empirical insights from domestic and international experts. Quantitative analyses were conducted using mean-based aggregation and the Shannon entropy algorithm, performed with statistical software to determine the relative weight of each social sustainability component and its contribution to perceived spatial quality.
Results
Analysis showed that students prioritize intangible, cognitive, and affective aspects—such as perceived safety, sense of belonging, and psychological attachment—over purely physical features. However, the adequacy of discipline-specific facilities, spatial accessibility, legibility, and functional organization also significantly affected their overall satisfaction and engagement. The findings emphasize the crucial interdependence between physical and psychosocial factors in shaping perceptions of spatial quality in architectural educational settings.
Discussion and Conclusion
The study highlights the vital role of place-based social sustainability in improving spatial quality and user experience in architecture schools. Incorporating social sustainability elements into the design and planning of educational spaces can greatly enhance user engagement, ongoing presence, and social interaction. The suggested conceptual framework offers an evidence-based guide for architects, educators, and facility planners to create learning environments that are socially responsive, psychologically supportive, and functionally efficient.
 

Graphical Abstract

Keywords

• Keywords: Social Sustainability
• Place-based Design
• Spatial Quality
• Architectural Education
• User Engagement
• Shannon Entropy

Main Subjects

• Architecture and Urban Design