Bioclimatic architecture and its influence on neuroarchitecture. Case study: FAU-UG, Guayaquil, Ecuador
Article Sidebar
Main Article Content
Abstract
Bioclimatic architecture focuses on the design of buildings that take advantage of the natural conditions of the environment to improve thermal, lighting, and acoustic comfort, which has a direct impact on people's well-being and cognitive comfort. However, the focus of this study is characterized by the function of bioclimatic criteria as indicators that contribute to the cognitive comfort of people with ASD and psychosensory disorders within the Faculty of Architecture and Urbanism. It should be noted that at the University of Guayaquil, 12.45% of students suffer from psychological disorders due to stress and mental exhaustion, which is why the study is justified in seeking to create spaces that promote relaxation and overall comfort. According to a sample provided by the Student Welfare Department, more than 68% of students at the Faculty of Architecture and Urbanism (FAU) experience stress, as determined by a student census, which also revealed that 5.63% have ASD and psychosensory disorders, which are attributed to their disability. This scientific document will address techniques for establishing comfortable spaces within the faculty's classroom modules and provide criteria based on cognitive analysis and decision-making. It concludes that the study of individuals' own faculties contributed to deriving criteria for sizing and active contact with natural spaces, which led to a 65% decrease in psychosensory disorders and a 50% increase in concentration within the classroom.
Downloads
Article Details
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
License Agreement
This journal offers free access to its content via its website, following the principle that making research freely available to the public promotes greater global knowledge exchange.
The content of the journal's website is distributed under a CC BY-NC-SA 4.0
References
Awasthi, A., Omrani, H., & Gerber, P. (2018). Investigating ideal-solution based Brandel, N., Schwarz, B. B., Cedar, T., Baker, M. J., Bietti, L. M., Pallarès, G., & Détienne, F. (2024). Dialogue on ethics and ethics of dialogue: an exploratory study. Volume 39, Issue 3, Pages 2619 - 2654. https://doi.org/10.1007/s10212-024-00856-z
Choe, Y., & Kim, N. (2024). From the classroom to the Living Lab for developing competencies in tourism higher education. Journal of Hospitality, Leisure, Sport and Tourism Education, 35, 100511. https://doi.org/10.1016/j.jhlste.2024.100511
Colorado-Pastor, B. A., Fois Lugo, M., Vazquez, M. L., & Hechavarría Hernández, J. R. (2020). Proposal of a technological ergonomic model for people with disabilities in the public transport system in Guayaquil. In Advances in Intelligent Systems and Computing (Vol. 972). https://doi.org/10.1007/978-3-030-19135-1_81
Estima, A., & Carvalho, A. C. (2024). Strategies for Inclusive Learning: A Marketing Faculty’s Journey with Students with Intellectual and Developmental Disabilities. International Conference on Higher Education Advances, 327–334. https://doi.org/10.4995/HEAd24.2024.17100
González, R. S., & Cruz, M. L. (2022). Participation of people with disabilities in the educational context: conceptual and methodological proposals. Volume 20, Issue 1, Pages 173 - 196, 20(1), 173–196. https://doi.org/10.14516/FDE.918
Guaicha, J. A. M., Zamora, A. A. M., & Morloy, L. I. Z. (2024). Learning Models in the Transition Towards Complexity as a Challenge to Simplicity. Sophia (Ecuador), 2024(36), 69–112. https://doi.org/10.17163/soph.n36.2024.02
Hosseini, M., & Bousbaci, R. (2024). Quebec Educational Program, Pedagogical Approaches, and Design of Educational Spaces. Journal of Architectural Engineering, 30(4), 05024008. https://doi.org/10.1061/JAEIED.AEENG-1787
Jácome, K., Almache, D., Pástor, D., Ávila, D., & Arcos-Medina, G. (2025). Custom Learning: An Educational Content Recommendation System Based on Learning Styles. Volume 18, Issue 1, Pages 93 - 111, 18(1), 93–111. https://doi.org/10.18848/1835-9795/CGP/v18i01/93-111
Lam, R. (2024). Integrating e-portfolios into L2 classrooms: Education for future. In Integrating e-Portfolios into L2 Classrooms: Education for Future. Channel View Publications. https://doi.org/10.21832/LAM5805
Luck, R. (2022). Access and Mobility in Milton Keynes: An Inclusive Design History where Urban Planning Ideals and Design Intent Meet Disability Politics. Disena, 21, 6. https://doi.org/10.7764/disena.21.Article.6
Mathiasen, H., & Schrum, L. (2010). New technologies, learning systems, and communication: Reducing complexity in the educational system. In New Science of Learning: Cognition, Computers and Collaboration in Education (pp. 385–403). Springer New York. https://doi.org/10.1007/978-1-4419-5716-0_19
Moreira, G. M. M., & Gaibor, D. A. C. (2020). Students with special educational needs. Obstacle or challenge in inclusive university education. University and Society, 12(4), 257–264.
Silva Duarte, D. H., Teixeira Gonçalves, F. L., Silva Duarte, D. H., & Teixeira Gonçalves, F. L. (2022). Urban climate adaptation: an interdisciplinary research experience empowering architecture and urbanism education. Revista de Arquitectura (Bogotá), 24(2), 116–125. https://doi.org/10.14718/REVARQ.2022.24.4380
Spiegel, J. B., Ortiz Choukroun, B., Campaña, A., Boydell, K. M., Breilh, J., & Yassi, A. (2019). Social transformation, collective health and community-based arts: ‘Buen Vivir’ and Ecuador’s social circus programme. Global Public Health, 14(6), 899–922. https://doi.org/10.1080/17441692.2018.1504102
Urzúa, G. A. E. (2024). Philosophical foundations for a pedagogy of culture. Sophia (Ecuador), 2024(37), 191–219. https://doi.org/10.17163/soph.n37.2024.06
Vila-Merino, E. S., Rascón-Gómez, T., & Calderón-Almendros, I. (2024). Disability, stigma, and suffering in schools. Emerging narratives for the right to inclusive education. Educacion XX1, 27(1), 353–371. https://doi.org/10.5944/educxx1.36753
Vivas, G. P. M., Chacón, J. W. B., & Peña, H. C. (2015). Development of information skills in college: Approaches, models and intervention strategies. Volume 29, Issue 65, Pages 39 - 72, 29(65), 39–72. https://doi.org/10.1016/j.ibbai.2016.02.014
Yusof, M. M. M., Shaafi, N. F., & Zaini, N. A. F. (2024). Planetarium pedagogy and technical learning experience: an investigation from instructional perspectives. International Journal of Evaluation and Research in Education, 13(3), 1931–1944. https://doi.org/10.11591/ijere.v13i3.25018