Indoor Environmental Quality and Student Comfort in East African Schools: Recommendations for Sustainable, Locally Sourced Materials

Abstract

Previous research has shown that Indoor Environmental Quality (IEQ) significantly influences students’ comfort, health, and academic performance, yet limited research exists in East African school settings. This study evaluated IEQ conditions in five secondary schools in Dar es Salaam, Tanzania, using walkthrough surveys and subjective comfort assessments from 1,000 Form 1 (first year secondary school) students. The assessment focused on five key IEQ parameters: temperature, relative humidity, indoor air quality (air freshness), lighting, and noise. Results revealed substantial environmental challenges, particularly related to overcrowding, excessive noise, and perceived air quality issues. Only 1.4 percent of students reported being comfortable with all five IEQ parameters investigated: temperature, humidity, air freshness, lighting, and noise. Additionally, 3.8 percent were comfortable with any four, and 13.7 percent with any three. Lighting was rated most positively, while thermal comfort and noise received the lowest comfort scores. Students generally preferred the IEQ of their homes compared to their classrooms, indicating a marked disparity between domestic and school environments. To address these challenges, the study proposes context appropriate and low cost passive interventions such as reflective roofing, enhanced cross ventilation, shading devices, and the use of sustainable locally sourced materials. These strategies are designed to suit the climatic and socioeconomic realities of East African schools. The findings offer practical recommendations for policymakers, architects, and school administrators aiming to improve classroom environments and support student well-being and learning outcomes.