Evaluation of Environmental Sustainability Components and Architecture Design of Iranian Educational Buildings

Abstract

Explaining the components and Indices of environmental sustainability in Iran's educational spaces, with an emphasis on green educational building evaluation systems; [Beheshty, et al; 2014] A sociological study of the impact of attitudes on energy consumption; [Bernardi, et al; 2017] An analysis of the most adopted rating systems for assessing the environmental impact of buildings; [Keung; 2016] Green building-building planning and massing; [LEED 2009 ;2016] LEED for schools-new construction v2009; [Lee; 2012] Benchmarking energy use of building environmental assessment schemes; [Mahdavi Nejad, et al; 2014] Dilemma of green and pseudo green architecture based on LEED norms in case of developing countries; [Majrohi Sardorood, et al; 2017] Evaluation of green building rating criteria in world standards and proposed standards for Iranian standard formulation; [Meybodi; 2015] Proposing a model of green schools assessment in Iran using fuzzy multi-criteria decision making methods; [Meybodi, et al; 2016] Developing standard criteria for geen schools in Iran; [Mohamadjani & Yazdanian; 2014] Analysis of the situation of water crisis in the country and its management requirements; [OECD ;2001] The DAC guidelines, strategies for sustainable development; [Ramli, et al; 2012] A comparative study of green school guidelines; [Sadeghi, et al; 2017] The impact of renewable energy on economic growth and environmental quality in Iran Aims & Backgrounds Today, environmental developments, climate change, and energy problems are major challenges in the world. Although Iran has been at the beginning of sustainable development regarding the buildings sustainability evaluation systems and has developed general guidelines and standards in this area, no effective action has been taken about schools. The present study aim is to determine priorities and sustainability indicators of designing sustainable educational spaces in Iran. Methodology This study is descriptive-analytical in nature and descriptive applied-development in terms of purpose. The method of data collection is library-based and questionnaires are completed by experts. Analytic Hierarchy Process (AHP) is used to determine the importance and weighting of components and indicators. Findings Based on the hierarchical analysis of the components and indicators obtained from previous research, three components of energy, water and site design, as well as three indicators of water recycling, using renewable energy and optimizing water use for landscaping and irrigation were ranked as first to third. Conclusion The tables and analytical charts showed that the priority and the rating of the effective factors on environmental sustainability in Iranian educational spaces include: energy, water, site design, indoor quality, materials, regional priority and design innovation. Among indicators, water recycling, renewable energy use and optimization of water use for landscaping and irrigation are ranked first to third.