Extended abstract
Introduction
Humans require specific conditions for life, work, and activities, many of which are met through food, water, and air. However, daily activities are significantly influenced by the environment at home and work. An environment that can provide both physical and mental comfort allows individuals to enjoy life while maximizing their work efficiency. Climatic conditions such as temperature, humidity, and light, collectively known as bioclimatic conditions, are crucial in this context. Optimal learning and educational outcomes are achieved in a calm environment with conditions that align with human physiology. Schools are the primary settings for this process. Any adverse or incompatible conditions in the physical learning environment can significantly hinder effective learning. This research aims to investigate the bioclimatic conditions of Ahvaz during the academic year and assess their suitability for education.
Materials & Methods
For this study, climatic data including temperature, humidity, wind, radiation, and precipitation was collected from the Iran Meteorological Organization's automated services center. Data for a 22-year period (1999-2020) at the Ahvaz station was extracted and corrected. The bioclimatic conditions of Ahvaz were then assessed using two indices: the Givoni index and the Algie index. Additionally, the architectural climate of Ahvaz was evaluated using the Mahani index and the Climate Consultant software.
Results & Discussion
According to both bioclimatic indices, October and March offer the most suitable daytime bioclimatic conditions in Ahvaz. Based on the Algie index, February provides favorable daytime conditions, but according to the Givoni index, the month is categorized as cold. December and January are assessed as cold by both indices, while the remaining months are hot and sometimes extremely hot. Given the research objective of examining educational conditions in schools during the academic year, the study focused on the period from September to June according to the Iranian academic calendar. Approximately three months of the academic year offer suitable climatic conditions for students, two months are cold, and four months are hot. Thus, unfavorable hot conditions are twice as prevalent as cold conditions. Results from the Mahani architectural climate index suggest that an east-west orientation is the most suitable for buildings. This orientation allows for openings and windows to face south.
 Conclusion
The question arises: how can architects design schools to mitigate the adverse effects of hot conditions and improve cold conditions using heating systems? Alternatively, should the design focus on winter conditions, maximizing the use of solar radiation and light to regulate indoor classroom temperatures? Based on the results of the Mahani climate-architectural index, it is recommended that buildings be oriented east-west to take advantage of southern sunlight during the day. In other words, a winter-oriented architectural design is proposed for schools. Buildings with a southern orientation and openings facing south are recommended. In addition to providing direct sunlight in classrooms for several hours during the school day, the use of natural light for illumination offers visual and psychological benefits, contributing to improved learning outcomes. Conversely, adapting school designs to summer conditions to eliminate excess heat from the surrounding environment is costly. To avoid additional costs for cooling classrooms during hot months and to protect students' health, especially younger students, the academic year could be shortened to end in mid-May. This one to two-month reduction can be compensated by increasing class hours, particularly in November and December of the first semester and February and March of the second semester.