مرکز منطقه ای اطلاع رسانی علوم و فناوری مطالعات شهر ایرانی-اسلامی 2228-639X 16 61 2026 7 1 Analysis of Factors Affecting the Design of Educational Spaces Based on Islamic Teachings with a Structural Equation Modeling Approach تحلیل عوامل مؤثر بر طراحی فضاهای آموزشی مبتنی بر آموزه‌های اسلامی با رویکرد مدل‌سازی ساختاری 117 137 fa مهدی اخترکاوان 2025 1 16 Analysis of Factors Affecting the Design of Educational Spaces Based on Islamic Teachings with a Structural Equation Modeling Approach   Mahdi Akhtarkavan<a href="#_ftn1" name="_ftnref1">*</a>   This study aims to identify, analyze, and model the factors influencing the design of educational spaces based on Islamic teachings. Using a mixed-method approach, the research first extracted relevant variables through a systematic literature review and semi-structured interviews with 22 experts. A questionnaire with 28 items (Cronbach's alpha = 0.913) was then administered to a sample of 320 architects and educational specialists in Tehran. Exploratory factor analysis revealed five main factors: cultural-religious (weight = 0.238), physical-architectural (weight = 0.238), social (weight = 0.190), educational-pedagogical (weight = 0.190), and economic-managerial (weight = 0.144). Structural equation modeling (CFI = 0.92, RMSEA = 0.058) showed significant causal relationships among the factors, with the cultural-religious factor having the strongest direct effect on social and educational factors, and the economic-managerial factor strongly influencing the physical-architectural factor. A weighted mathematical model was developed to quantitatively evaluate educational space designs. The findings highlight the priority of cultural-religious and physical-architectural factors, emphasizing an integrated approach where spiritual and physical components precede managerial and economic considerations. The proposed model offers a practical tool for policymakers and architects to create identity-oriented and effective learning environments aligned with Islamic principles. Keywords: Educational Space Design, Islamic Teachings, Factor Analysis, Structural Equation Modeling (SEM), Analytic Hierarchy Process (AHP).   Introduction and Problem Statement  Educational space design, beyond a mere physical or aesthetic concern, plays a fundamental role in the quality of learning, the formation of cultural identity, and social interactions among students (Boyle, 2018; Hardaker & Sabki, 2018). In Islamic societies, this issue holds twofold importance, as educational spaces must not only fulfill pedagogical functions but also reflect Islamic values and teachings (Abbas et al., 2024). Despite extensive studies describing the principles of Islamic architecture (such as the use of symbols, natural light, flexibility, and attention to local culture) (Arjmand et al., 2018; Triayudha et al., 2019; Romadhon & Asari, 2023), a significant gap exists in the quantitative and systematic analysis of the relationships among cultural, social, physical, and managerial factors (Hidayah et al., 2024). More precisely, few studies have answered the core question: "What is the impact coefficient of each factor influencing the design of Islamic-based educational spaces on one another and on the final design, and which factor holds priority in design?" This research aims to fill this gap by identifying, categorizing, and analyzing the structural relationships of factors affecting the design of educational spaces based on Islamic teachings, ultimately presenting a quantitative weighted mathematical model for evaluating such spaces.   Research Methodology  This study is applied in terms of purpose and employs a mixed-method (qualitative-quantitative) approach with a survey design. In the qualitative phase, an initial set of variables was extracted through a systematic literature review and analysis of previous studies (including 22 reputable domestic and international sources). To deepen the findings, semi-structured interviews were conducted with 22 experts, including professors of Islamic architecture, experienced architects (with at least 10 years of work experience), and educational administrators in Tehran, selected through purposive snowball sampling (Sarabi & Molanaei, 2016; Asadi & Majidi, 2016). Based on the qualitative findings, an initial 60-item questionnaire (using a Likert scale) was developed. After confirming face and content validity by experts and conducting a pilot study on 31 master's students in architecture, the final questionnaire with 28 items and a highly desirable reliability coefficient (Cronbach's alpha = 0.913) was prepared. In the quantitative phase, the statistical population consisted of architects and educational specialists in Tehran. Due to the unknown exact population size, the Cochran formula for infinite populations was applied, and 380 questionnaires were distributed using multi-stage cluster sampling. A total of 320 usable questionnaires were returned (response rate of 84%). Three complementary analytical approaches were used: (1) Exploratory Factor Analysis (principal components method with Varimax rotation) in SPSS to extract main factors; (2) Structural Equation Modeling and path analysis in AMOS to examine causal relationships among factors; and (3) the Analytic Hierarchy Process (AHP) to assign final weights to factors and variables based on expert judgment.   Findings  The results of exploratory factor analysis revealed that the 28 questionnaire items could be categorized into five main factors, jointly explaining 68.5% of the total variance. These five factors, ranked by weight (based on AHP), are: 1. Cultural-Religious Factor (weight = 0.238): The highest importance, comprising three main variables: "spirituality and sacredness of space" (weight = 0.40), "attention to Islamic teachings (verses, hadiths, symbols)" (weight = 0.35), and "influence of local culture" (weight = 0.25). 2. Physical-Architectural Factor (weight = 0.238): Equal in weight to the cultural factor, including "geometry and order" (weight = 0.30), "natural light and proper ventilation" (weight = 0.30), "use of natural materials" (weight = 0.20), and "provision of green spaces" (weight = 0.20). 3. Social Factor (weight = 0.190): Including "social interaction" (weight = 0.40), "cultural diversity" (weight = 0.35), and "attention to family" (weight = 0.25). 4. Educational-Pedagogical Factor (weight = 0.190): Including "attention to active and participatory teaching methods" (weight = 0.35), "diversity of educational spaces" (weight = 0.35), and "group activities" (weight = 0.30). 5. Economic-Managerial Factor (weight = 0.144): The lowest weight, comprising "costs and resource provision" (weight = 0.40), "efficient management of educational space" (weight = 0.35), and "provision of facilities and equipment" (weight = 0.25). Path analysis results within the structural equation model (with good fit indices: CFI = 0.92, RMSEA = 0.058, x2/df = 2.84) indicated significant and complex relationships among these five factors. Key path findings include: The cultural-religious factor has the strongest direct effect on the social factor (coefficient = 8) and on the educational-pedagogical factor (coefficient = 7). The economic-managerial factor shows the strongest effect on the physical-architectural factor (coefficient = 9), highlighting the critical role of financial resources in achieving physical objectives. The social factor, in turn, influences the educational-pedagogical factor (coefficient = 9) and the economic-managerial factor (coefficient = 7). The physical-architectural factor positively affects the educational-pedagogical factor (coefficient = 8) and the social factor (coefficient = 7). The final research model is depicted as a causal-structural system, wherein the cultural-religious factor acts as the main driving force, affecting final design quality through social and physical factors, while the economic-managerial factor plays a supportive and infrastructural role.   Conclusion and Novelty  This research offers novelty and added value in two respects. First, unlike previous descriptive and qualitative studies (Hardaker & Sabki, 2018b; Romadhon & Asari, 2023), it adopts an analytical-quantitative approach using advanced statistical methods to reveal hidden and bidirectional relationships among factors. Second, the mathematical model presented (comprising seven main equations) provides a practical, quantitative tool for evaluating educational design proposals before implementation. Based on the findings, the main conclusion is that designing educational spaces based on Islamic teachings requires an integrated and prioritized approach in which the following are sequentially emphasized: (1) cultural-religious identity and spirituality of space; (2) physical and architectural quality (aligned with Islamic principles); (3) facilitation of social interactions; (4) educational-pedagogical flexibility; and finally (5) resource provision and efficient management. The proposed model can serve as a practical framework for policymakers, educational administrators, and architects to create identity-forming, effective, and inspirational learning environments. Research limitations include geographic focus on Tehran and limited access to certain experts. Future research could deepen and develop this model by examining different cultural and geographic contexts and incorporating modern digital technology variables.   References Abbas, N., Rochmawan, A. E., & Astoko, D. B. (2024) The Role of Classical Islamic Educational Institutions before the Emeregence of Madrasah. JUSPI (Jurnal Sejarah Peradaban Islam), 8(1), 134- 146. DOI: <a href="http://dx.doi.org/10.30829/juspi.v8i1.19895">http://dx.doi.org/10.30829/juspi.v8i1.19895</a> Arjmand, R., Mirsafa, M., & Talebi, Z. (2018) Islamic educational spaces: Architecture of madrasah and Muslim educational institutions. International Handbooks of Religion and Education, 469- 510. DOI:https://doi.org/10.1007/978-3-319-64683-1_54 Asadi, L., & Majidi, H. (2016) Typology of School- Mosque in Ilkhani, Timurid, Safavid and Qajar Eras. International Journal of Science, Technology and Society, 9(2), 143- 149. DOI:<a href="https://doi.org/10.11648/j.ijsts.s.2015030201.37">10.11648/j.ijsts.s.2015030201.37</a> Boyle, H. N. (2018) Islamic Education in West and Central Africa. AR & H. Daun (Ed.), Handbook of Islamic Education. Springer. DOI 10.1007/978-3-319-53620-0_36-1 Hardaker, G., & Sabki, A. A. 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(2016) Iranian educational environments; architectural studies of madraseh building in Azerbaijan- Iran. IIOAB JOURNAL, 7, 237- 246. https://www.researchgate.net/profile/Amir-Sarabi/publication/309677220. Triayudha, A., Pramitasary, R. N., Anas, H. A., & Mahfud, C. (2019) Relations between mosque and social history of Islamic education. Hunafa: Jurnal Studia Islamika, 16(1), 142- 153. DOI: https://doi.org/10.24239/jsi.v16i1.531.     <a href="#_ftnref1" name="_ftn1">* </a>Assistant Professor, Department of Architecture, Faculty of Technology and Engineering, University of Qom, Qom, Iran. m.akhtarkavan@qom.ac.ir https://orcid.org/0000-0003-3860-5315 طراحی فضاهای آموزشی به&zwnj; عنوان بستر اصلی یادگیری، نقش تعیین&zwnj;کننده&zwnj;ای در کیفیت آموزش دارد. در جوامع اسلامی، این فضاها باید علاوه بر کارکردهای آموزشی، بازتاب&zwnj;دهنده ارزش&zwnj;های فرهنگی و مذهبی باشند. هدف این پژوهش، شناسایی و تحلیل عوامل مؤثر بر طراحی فضاهای آموزشی مبتنی بر آموزه&zwnj;های اسلامی و ارائه مدلی کمّی برای ارزیابی این عوامل است. این پژوهش کاربردی با روش ترکیبی (کیفی- کمّی) انجام شد. در بخش کیفی، با مرور نظام&zwnj;مند ادبیات و مصاحبه با 22 خبره (اساتید معماری اسلامی، معماران و مدیران آموزشی با حداقل ده سال سابقه) که به روش گلوله برفی انتخاب شدند، عوامل اولیه شناسایی شد. در بخش کمّی، داده&zwnj;ها از طریق پرسشنامه محقق&zwnj;ساخته با طیف لیکرت از نمونه 280 نفری از معماران و کارشناسان آموزشی شهر تهران جمع&zwnj;آوری شد. برای تحلیل داده&zwnj;ها از تحلیل عاملی اکتشافی و تأییدی در SPSS و AMOS و نیز تکنیک AHP استفاده شد. نتایج، پنج عامل اصلی را تأیید کرد: فرهنگی- مذهبی (وزن 0.238)، فیزیکی- معماری (وزن 0.238)، اجتماعی (وزن 0.190)، آموزشی- تربیتی (وزن 0.190) و اقتصادی- مدیریتی (وزن 0.144). تحلیل مسیر نشان داد که عامل فرهنگی- مذهبی با ضریب 8، بیشترین تأثیر مستقیم را بر عامل اجتماعی و با ضریب 7 بر عامل آموزشی- تربیتی دارد. عامل اقتصادی- مدیریتی نیز با ضریب 9، بیشترین تأثیر را بر عامل فیزیکی- معماری نشان داد. مدل از برازش مطلوبی برخوردار بود (CFI=0.92, RMSEA=0.058). یافته&zwnj;ها نشان می&zwnj;دهد که طراحی فضاهای آموزشی مبتنی بر آموزه&zwnj;های اسلامی نیازمند رویکردی یکپارچه با اولویت&zwnj;دهی به مؤلفه&zwnj;های معنوی و کالبدی است. این چارچوب می&zwnj;تواند به &zwnj;عنوان ابزاری عملی برای سیاست&zwnj;گذاران و طراحان برای ایجاد محیط&zwnj;های یادگیری هویت&zwnj;بخش و ارتقای کیفیت آموزش به کار رود.

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