Neuro-Spatial Legibility and Perceived Navigational Stress in Educational Environments: An Exploratory Qualitative Assessment Framework

Cognitive processing, emotional regulation, and navigational behavior are influenced by spatial organization and environmental stimuli in educational environments. Research in neuro-architecture, environmental psychology, and spatial analysis has increasingly demonstrated the relationship between built environments and human cognition. However, existing methods provide limited practical means for systematically evaluating spatial conditions associated with anxiety in educational settings. This study addresses this gap by developing and applying the Neuro-Spatial Legibility Assessment Framework (NSLAF), a qualitative method integrating Spatial Legibility (SL), Sensory Regulation (SR), and Transitional Clarity (TC). NSLAF follows a three-phase protocol comprising spatial mapping, structured environmental assessment, and interpretive synthesis. The framework was applied to Lycée de Ben Arous, a public secondary school in Tunis, Tunisia, through a qualitative case study supported by architectural analysis, circulation mapping, structured observation, sensory assessment, a pilot student perception survey (n = 30), and comparison with a reference school. Findings identified locations associated with heightened neuro-spatial strain, particularly circulation intersections, entrance thresholds, and visually repetitive movement sequences. These areas showed reduced spatial legibility, greater sensory demands, unclear transitions, navigational uncertainty, and increased cognitive demand. Convergence among architectural observations and student perceptions supported NSLAF's internal consistency. The framework provides a qualitative methodology for identifying neuro-spatial challenges and informing evidence-based interventions in existing educational environments.