A review of methods for assessing IEQ impacts on learning and teaching performance in classrooms across thermal, air, acoustic and visual domains

IEQ significantly affects occupant performance, particularly in classrooms, where differing needs and age-related sensitivities are present. While the link between IEQ and performance is well-established, a standardized methodology to assess its impact in educational buildings is still lacking. To support future comparability across studies and standardization, this review, conducted in accordance with PRISMA guidelines, aims to (i) examine methods used to assess learning and teaching performance, and (ii) identify age- and role-related differences in IEQ effects and assessment approaches, and (iii) provide guidance for age- and role-sensitive evaluation to support research on learning-conducive educational environments. Following the screening of 2138 records, 45 studies met the inclusion criteria. Most studies used questionnaires (40%) and cognitive tests (38%), with fewer relying on academic metrics (13%) or other methods (9%). Questionnaires are recommended for teachers and older students to capture self-reported effects on performance, although their reliability depends on individuals’ self-evaluation skills and may differ from objective performance measures. Cognitive tests and academic performance metrics provide valuable quantitative data; cognitive tests are suitable for all ages and can be integrated into regular classroom activities, while academic metrics require cautious interpretation due to limited comparability and the influence of external factors. Interviews and focus groups have also been used, offering qualitative insights useful for preliminary assessments, while physiological methods (e.g., eye tracking) provide additional quantitative data but can be invasive. Moreover, when selecting a performance assessment method, it is essential to consider the age and role of the subjects, as IEQ affects teachers and students differently (both in terms of perception and the types of tasks they perform) and because the suitability of each method varies with the skills being assessed. Based on this, a framework is proposed to assess IEQ's impact on performance, tailored to specific learning or teaching skills, as a first step toward methodological harmonization.