Abstract The standard of the learning environment has direct and indirect effects on the cognitive performance of the learners and is one of the major elements in the visual identity provided by learning institutions. This study focuses on the development of new designs related to the acoustic, visual, environmental, or infrastructural characteristics of learning spaces that stimulate a positive learning atmosphere among learners, hence contribute towards improved performance. In accordance with the sustainability objectives imposed by the local and international communities, the concept of recycling and or the reuse of waste is incorporated in the learning environment. The proposed solution was applied in the Faculty of Technology and Education by Beni Suef University, through providing an overall intervention based on four principles, including (1) classroom rehabilitation, (2) lobby and administrative rehabilitation, (3) back facade rehabilitation, and (4) front facade rehabilitation. The intervention project was conducted through collaboration between researchers from the fields of architecture, electrical engineering, and art education. Based on the findings, a substantial portion of the recycled materials consisted of solid waste such as cork panels, paper, metals, plastic, and wood. Recycling these materials contributed to reducing environmental impact by avoiding additional carbon dioxide emissions. In addition, user survey feedback reflected positive perceptions, with participants reporting noticeable improvements in the quality of the learning space, a stronger sense of professionalism, and increased awareness of sustainability. Future work will examine scalability across campuses. Universities are encouraged to adopt continuous upcycling programs, standardized waste-management guidelines, and replicable design frameworks that combine aesthetic, environmental, and educational benefits.
Shakra et al. (Wed,) studied this question.