Assessing Natural Lighting in Historic School Buildings in Algeria: A Simulation-Based Design Perspective

Nesma Fercha, University Batna1, Institute of Architecture & Urbanism, Laboratory L.E.V.E., BatnaFollow
Akila Benbouaziz, University of Batna1, Institute of Architecture & Urbanism, Department of MPC, Batna
Djamel Alkama, University of Guelma, Department of Architecture, Guelma

Keywords

Daylighting performance, Lighting simulation, Field-measurements, Visual comfort, Sustainable classroom design

Document Type

Article

Abstract

This study evaluates daylighting performance in a primary school classroom in Ain M'lila, Algeria, combining field measurements with advanced simulation. A representative classroom was modeled in DIVA-for-Rhino using accurate geometric, material, and climatic data. Illuminance measurements were taken on 28 March 2022 at 09:30, 11:30, and 14:30, and the results were compared with simulation results. The comparison showed good agreement, with minor discrepancies in shaded areas, confirming model reliability through mean squared error (MSE) and root mean squared error (RMSE) analyses. Five design scenarios were tested to enhance daylight performance by varying glazing type, louvre geometry, and surface reflectance. Spatial Daylight Autonomy (sDA) and Annual Sunlight Exposure (ASE) metrics were used for evaluation. Scenario 5 achieved the best results, with 72% sDA and 11% ASE, providing balanced daylight and minimal glare. The findings underscore the value of integrated simulation tools for assessing daylight and improving visual comfort in educational buildings.

Recommended Citation

Fercha, Nesma; Benbouaziz, Akila; and Alkama, Djamel (2026) "Assessing Natural Lighting in Historic School Buildings in Algeria: A Simulation-Based Design Perspective," Iraqi Journal of Architecture and Planning: Vol. 25: Iss. 2, Article 3.