The dilemma of classroom lighting design in the built environment presents itself with considerable faults and insufficiency. By reason, classrooms should be made to host dynamic, light infused atmospheres, that contribute to the bettering of students’ overall wellbeing and learning experience. The problem in the latter, is that lighting design is rarely tailored for a given context, and metrics of lighting analysis are not sufficiently utilised to configure lighting strategies that employ fruitful learning. This report investigates and strategises the application of daylight and electric lighting in a given classroom to better learning.
