INDOOR ENVIRONMENTAL QUALITY AND ACADEMIC PERFORMANCE: A SYSTEMATIC REVIEW OF EVIDENCE FROM TERTIARY INSTITUTIONS

Abstract

The indoor environmental quality (IEQ) of academic spaces in tertiary institutions plays a critical role in shaping student learning experiences, cognitive function, and academic outcomes. This systematic review comprehensively maps, synthesizes, and evaluates empirical studies published between 2010 and 2025 that examine the relationship between measurable IEQ parameters (thermal comfort, indoor air quality (IAQ), acoustic conditions, lighting quality, and ergonomics) and quantifiable academic performance metrics in higher education contexts. Drawing on ten studies conducted across multiple countries and disciplines, the review reveals that thermal comfort and IAQ demonstrate the strongest and most consistent associations with academic performance, with high CO₂ levels and uncomfortable temperatures linked to reduced concentration, cognitive fatigue, and lower test scores. Evidence for acoustic quality, lighting, and ergonomics, though suggestive, remains limited and mixed, often affecting perceived comfort more than measurable academic outcomes. The review also identifies key methodological limitations, including a heavy reliance on cross-sectional designs, subjective data, non-validated instruments, and narrow sample populations, which limit the generalizability and robustness of findings. Theoretical insights from Perceptual Load Theory further illuminate how IEQ stressors disrupt attention and motivation, especially during cognitively demanding tasks or when psychological needs are unmet. The study concludes by advocating for longitudinal, multi-variable, and theory-informed research designs that integrate objective performance data, diverse samples, and underexplored IEQ dimensions to better inform evidence-based design and policy in higher education environments.