Interpretation of Space Syntax in Higher Education: A Study of Functional Efficiency in Architecture Schools in Erbil

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Abstract
Assessing a built environment’s functional performance and physical and psychological impact is essential for understanding its effect on users, particularly in higher education, where it informs the creation of effective learning spaces. This study aims to explore the application of Space Syntax Theory in a higher-educational context and examines the functional efficiency of three architecture schools in Erbil: Salahaddin University-Erbil, Koya University, and Cihan University-Erbil. Using a quantitative research paradigm, the study employs space-syntax methodologies, including axial map analysis and justified graphs, to evaluate key syntactical parameters such as mean depth, relative asymmetry (RA), real relative asymmetry (RRA), real ring-ness (R-value), and the difference factor (H*). The analysis, conducted via Depthmap X software, examines spatial permeability and connectivity within educational layouts, providing insights into their functional performance. The findings indicate that the architecture school at Cihan University-Erbil, characterised by a ring-like spatial structure, achieves a moderate level of functional performance, outperforming Salahaddin University-Erbil and Koya University. Moreover, productive spaces consistently exhibit higher functional performance than supportive spaces across all case studies. This research proposes a framework for optimising spatial configurations in higher education, providing evidence-based strategies to enhance functionality and promote best practices in educational architecture.

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