Abstract

The constructive configuration of an educational institution influences its indoor comfort variables; while at the same time comfort variables have an effect on the metabolism and stress of students and teachers. In turn, each architectural project depends on the factors that define its design. When the investment is assessed, costs are determined to compare alternative architectural strategies for the project. However, public policies in most countries in Latin America do not consider factors related to thermal comfort or air quality in their educational indicators since it has not been possible to gauge the effect of physical variables on school outcomes in the Southern Cone. This study addresses the current constructive reality of public schools located in different geographic areas of Chile. Data was obtained on temperature, humidity, CO2 concentration and other indicators of environmental conditions using sensors installed in 4th-grade classrooms in summer and winter. Fieldwork demonstrated that the quality of the indoor environment in schools is deficient and therefore it is necessary to establish strategies for economic evaluation when heating and cooling systems are not present. Taking into consideration this information, Chilean state policies and methods of investment evaluation were reviewed. Mandatory criteria were determined and a proposal for public policy improvements was developed that integrates indicators and monitoring of student productivity and energy efficiency variables based on the data collected. This has the potential to encourage energy savings and increase understanding of the value of an optimal indoor environment that includes thermal comfort and air quality as factors conducive to better learning. If these comfort parameters are adequate, they will positively influence the development of education in regards to student productivity and learning.