abstract

Effective spatial design in educational institutions goes beyond aesthetics; it is deeply tied to students' psychological experiences and academic success. This study investigates the psychological impact of spatial design on students at JD School of Design, Bengaluru, an institution situated in the bustling urban environment of MG Road, “Holistic design approach aligns with the idea that educational environments should foster not only cognitive growth but also emotional and social well-being, particularly in creative fields where spatial factors can stimulate innovation and reduce stress” Barrett et al. 2015. The research explores key spatial factors, including layout, natural light, collaborative zones, color schemes, and the unique influence of the school’s urban location on students’ creativity, focus, and stress levels.

Through this research, we hope to uncover how specific spatial elements-such as the open studio layout and natural lighting—may contribute to fostering creativity and comfort, creating an environment conducive to both collaborative learning and individual reflection. We also aim to examine how the intensity of the MG Road urban setting, with its associated noise and cityscape views, might affect students' concentration and stress levels. Our findings are expected to reveal a nuanced relationship between space and student psychology, suggesting that while the school’s design supports the needs of creative learning, potential enhancements in noise control and designated quiet zones could further benefit student well-being.

This research contributes to the growing field of environmental psychology in educational settings, emphasizing the importance of spatial adaptability to foster psychological resilience, creativity, and academic engagement in design students. Future research could extend this approach to other urban-based design schools to explore broader implications.