The Absence of Design Strategies in Children’s Learning Environments in Lahore and Pakistan: Evidence, Implications and What Must be Done

Abstract

The physical quality of classrooms is a critical yet overlooked dimension of early childhood education in Pakistan (Akram & Shafqat, 2019; Jamil & Qureshi, 2018). This paper investigates how spatial configuration, ergonomics, lighting, ventilation, and color schemes influence cognitive and emotional development in young learners (Barrett et al., 2015; Brooks, 2011). Using survey data and photographic documentation of schools in Lahore, we identify major gaps in classroom design across public and private institutions. Findings reveal overcrowding, poor lighting, lack of ventilation, and arbitrary use of color as recurring problems (World Bank, 2020; UNICEF Pakistan, 2017). Case studies show that even well-resourced schools fail to apply evidence-based design strategies, often relying on loud, overstimulating palettes or rigid seating layouts (Fatima & Ahmad, 2022). Literature review confirms that globally, spatial and chromatic design significantly enhance attention, memory, and engagement (Englebrecht, 2003; Küller et al., 2009; Saeed & Zia, 2020). Recommendations include low-cost ergonomic standards, child-centered zoning, balanced color palettes, improved ventilation, and integration of climate resilience into school infrastructure (Farooq, 2011; ASHRAE, 2019; Buonanno et al., 2021). We argue that without design reform, investments in curriculum and teacher training risk being only partially effective (Aslam & Kingdon, 2011). Evidence-based classroom design must be recognized as a prerequisite for equitable and high-quality learning in Pakistan.