Abstract

The objective of this article is to assess the current state of classrooms pertaining to the public primary schools and classrooms in the Central Pacific Region of Costa Rica and, furthermore, analyze their socio-emotional impact in promoting a meaningful learning environment. A total of 33 schools were analyzed as part of this study. The data collection instruments that we used were non-participatory, observation and questionnaires answered by school administrators, teachers and students. Research approaches were exploratory and descriptive with regards to the describing school architecture and classroom design aesthetics that directly influence emotional behavior and learning. The information collected serves as useful input for both school authorities and teachers to be able to reflect raise awareness and enhance their classroom designs to promote classrooms that are meaningful learning spaces.

Keywords Educational infrastructure; School buildings; Classrooms; Classroom designs; Classroom aesthetics