The role of educational space colour design in fostering organisational culture and student socio-cognitive-emotional functioning

Abstract

Introduction: The physical space of a school, understood as a visible dimension of organisational culture, contributes to the learning environment. One of its important, yet often marginalised components is colour (the colours of walls, furnishings, and teaching materials), which can influence stimulation, mood, and cognitive processes.

Research Aim: The aim of this article is to review and synthesise the results of empirical research on the impact of colours (warm and cold, with varying saturation and brightness) on emotional, social, and cognitive functioning of students, as well as to indicate implications for conscious management of educational space.

Evidence-based Facts: The collected research shows that colour can modify attention, memory, and task performance, but the effects depend on the context (task type and difficulty, colour parameters, lighting) and the characteristics of the subjects (age, gender, individual reactivity, and preferences). In many studies, cool shades (especially blue and green) were associated with calmness, improved well-being, and support for longer concentration, while warm colours (e.g., reds and yellows) were more often associated with increased arousal and better performance on simple and detail-oriented tasks. At the same time, the results are not always consistent, and some studies have methodological limitations (e.g., small samples, lack of control groups).

Summary: Colour schemes should be treated as a tool for designing the learning environment and an element of shaping school culture. The choice of colours should be consistent with teaching objectives and student needs, and design decisions should be based on evidence and supplemented by further, well-controlled research.