This study reports the outcomes of a systematic literature review, which aims to determine the influence of four indoor environmental parameters — indoor air, thermal, acoustic, and lighting conditions —on the quality of teaching and learning and on students' academic achievement in schools for higher education, defined as education at a college or university. By applying the Cochrane Collaboration Method, relevant scientific evidence was identified by systematically searching in multiple databases. After the screening process, 21 publications of high relevance and quality were included. The collected evidence showed that the indoor environmental quality (IEQ) can contribute positively to the quality of learning and short‐term academic performance of students. However, the influence of all parameters on the quality of teaching and the long‐term academic performance could not be determined yet. Students perform at their best in different IEQ conditions, and these conditions are task‐dependent, suggesting that classrooms which provide multiple IEQ classroom conditions facilitate different learning tasks optimally. In addition, the presented evidence illuminates how to examine the influence of the IEQ on users. Finally, this information supports decision‐makers in facility management and building systems engineering to improve the IEQ, and by doing so, allow teachers and students to perform optimally.

This study explores how to measure the influence of the indoor environmental quality (IEQ) parameters on students and their academic performance. It is the primary responsibility of the school management to provide appropriate classrooms for education; which can positively influence students' academic performance, contributing to a sustainable and positive school climate. 1 As part of classrooms' environmental quality, this study focusses on four IEQ parameters: (1) indoor air quality, (2) thermal conditions, (3) acoustic

Purpose This study aims to qualitatively examine the relationship between the indoor environmental quality (IEQ), lecturers’ and students’ perceived internal responses and academic performance. Design/methodology/approach To capture user experiences with the IEQ in classrooms, semi-structured interviews with 11 lecturers and three focus group discussions with 24 students were conducted, transcribed, coded and analyzed using direct content analysis. Findings The findings show that lecturers and students experience poor thermal, lighting, acoustic and indoor air quality (IAQ) conditions that may influence their ability to teach and learn. Maintaining acceptable thermal and IAQ conditions was difficult for lecturers, as opening windows or doors caused noise disturbances. In uncomfortable conditions, lecturers may decide to give a break earlier or shorten a lecture. When students experienced discomfort, it may affect their ability to concentrate, their emotional status and their quality of learning. Research limitations/implications The findings originate from a relatively small sample, which might have limited the number and variety of identified associations between environment and users. Practical implications Maintaining acceptable air and thermal conditions will mitigate the need to open windows and doors. Keeping doors and windows closed will prevent noise disturbances and related distractions. This will support the quality of learning in classrooms. This study reveals the end users’ perspectives and preferences, which can inspire designers of new school buildings in higher education. Originality/value This study emphasizes the importance of creating and maintaining optimal IEQ conditions to support the quality of teaching and learning. These conditions are particularly relevant when classroom occupancy rates are high or outdoor conditions are unfavourable.