Introduction and Objective: The design of educational spaces plays a vital role in shaping learning experiences and the holistic development of students. Given the increasing importance of creativity and mental well-being for the academic and social success of future generations, rethinking traditional school design approaches is essential. Therefore, the objective of this study is to present and validate proposed designs for primary schools with an integrated approach. This approach focuses on effectively enhancing the creativity and mental well-being of students in Shahroud, while considering architectural and environmental components.
Methodology: This research was conducted with a qualitative approach, aiming to explain and validate the proposed designs. Initially, extensive literature reviews were carried out in the fields of educational architecture, environmental psychology, child creativity, and mental health. Subsequently, selected case studies were analyzed based on criteria such as spatial quality and replicability. In the next phase, using an expert validation method, the opinions of 10 specialists, including cognitive psychologists, architects, school design specialists, and educational administrators, were gathered and analyzed. The integration of findings from theoretical studies, case study analyses, and expert opinions led to the development of the final model.
Findings: The research results indicated that factors such as spatial flexibility, appropriate lighting, ventilation, the use of balanced colors, human scale, fostering a sense of belonging and security, and effective interaction with open and semi-open spaces significantly contribute to increasing curiosity, enhancing imagination, improving problem-solving skills, and promoting student creativity. environment can help reduce psychological stress, induce calmness, and strengthen children’s mental well-being. Expert validation also emphasized the necessity of integrating scientific principles, educational needs, and psychological considerations into the design process.
Conclusion: Integrated design of primary schools, considering the dimensions of creativity and mental well-being, can lead to the enhancement of learning experiences and the holistic development of students.