This research is grounded in addressing the absence of clear documentation on the state of indoor environments in educational facilities.
Partner: RMIT University (2015)
There is a lack of empirical indoor air quality (IAQ) and ventilation data for educational facilities in Australia. The regulatory actions related to indoor air quality are likewise limited. Policies to space conditioning and ventilation in educational facilities typically adopt the approach of compliance to the recommended performance standards for schools where the prescribed indoor temperature/temperature range, ventilation rates and CO2 concentration levels are met using the standards. These standards prescribe numeric and descriptive criteria for comfort primarily for mechanically conditions spaces. Moreover, little research has been undertaken in Australia to establish potential benefits of indoor environmental quality improvements in educational facilities.
This research is grounded in addressing the absence of clear documentation on the state of indoor environments in educational facilities in Australia backed by measurements and surveys of indoor space conditions – carbon dioxide (CO2) levels, ventilation rates including air temperature and relative humidity. The minimisation of temperature extremes within university buildings and IAQ-related impacts may yield significant educational learning outcomes to the tertiary education sector but as yet there is little evidence to back this proposition.
Researchers: Dr James PC Wong, Dr Mary Myla Andamon, Mr Matthew Francis