Winter thermal comfort in university classrooms in China’s Hot Summer and Cold Winter (HSCW) regions remains problematic due to mismatches between institutional heating setpoints and students’ actual thermal preferences. To investigate students’ thermal perceptions and behavioral responses, a post-occupancy evaluation (POE) survey was conducted, followed by field measurements in a typical classroom in Chengdu under three conditions: no-heating condition, heating conditions at 20 °C and 25 °C. Indoor environmental parameters were continuously monitored, and thermal comfort was assessed using the Predicted Mean Vote (PMV) and Predicted Percentage of Dissatisfied (PPD) model. The results show that no-heating conditions were unacceptable, highlighting the necessity of heating. While the 20 °C setpoint provided partial improvement, thermal comfort was not consistently achieved throughout the day. In contrast, the 25 °C setpoint maintained near-neutral conditions during most occupied periods. In addition, a pre-heating duration of approximately 30 min was found to be essential for reducing initial thermal discomfort. Overall, the findings indicate that fixed institutional heating standards may not adequately satisfy students’ thermal needs. Adaptive heating strategies that combine appropriate setpoints with sufficient pre-heating duration are therefore recommended to balance thermal comfort and energy efficiency in university classrooms in the HSCW regions.
Gong et al. (Wed,) studied this question.