International Journal of

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Abstract Creating suitable classrooms that can meet the educational needs of mentally-retarded students is vitally important. The present study explores the effect of three physical characteristics of classroom environment on the creativity of educable mentally-retarded children: window view, window size, and classroom size. The participants, one hundred 9-to-11-year-old girl students, took the Test of Creative Thinking-Drawing Production (TCT-DP). The results indicate that natural window view, larger window size (which provides a broader vision), and larger class size positively affected the creativity of the students. The findings of the study can be taken into account in designing psychology-oriented classroom environments that can improve the creativity of students.

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Learning environments have the ability to enhance the quality of education and produce optimal behaviors. The management of educational environments raises the quality of education both physically and psychologically .This research attempts to modify higher educational environments by enhancing creativity, accountability, motivation, self-actualization, and interaction. This study is quantitative and qualitative research done through a descriptive-survey method. Included in the study used for research were published books and articles that resulted in the development of a theoretical framework and the collection of two groups: environmental and human factors. Then, field resources were used. Students of University of Guilan were randomly selected as the statistical population and the sample was modified based on Morgan's Table. Afterwards, environmental and human variables were prioritized by the Delphi method as a result of interviewing several architecture and psychology experts. A closed-ended questionnaire was made, its validity and reliability were examined (Cronbach's alpha), distributed among the target community, entered into SPSS, analyzed by Chi-square and Friedman tests, and lastly the data was extracted. Based on the findings of survey, the impact of environmental and human factors on each other were identified and ten priorities were concluded to be the most effective on the relationship. Finally, with a semi-structured and an open-response interview with several architecture professors, design suggestions were proposed.

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This study conducts a thorough literature review to explore the relationship between the physical learning environment and creativity. Addressing a gap in understanding how specific attributes impact creative processes, the research aims to inform the development of innovative learning environments. Using a four-step methodology, the study involves selecting relevant articles, creating a classification framework, analyzing environmental factors' effects on learning, and interpreting findings to elucidate the correlation between physical attributes and creativity. Bibliometric analysis reveals growing scholarly interest in creative spaces. Findings emphasize the substantial impact of elements like furniture flexibility, resource accessibility, and lighting conditions on creative thinking. Key themes highlight critical factors like lighting, furniture arrangement, and diverse roles of environmental elements, contributing to enhanced cognitive performance. The study underscores the potential of optimized learning spaces to nurture creativity, promote problem-solving skills, and stimulate innovation. By enriching knowledge on the influence of physical environments on creativity, this research provides valuable insights for educators, designers, and policymakers aiming to create inspiring and effective learning environments.