Validation of the Educational Space Model for Future Primary Schools
Keywords:
Educational environment, future schools, elementary school, academic progressAbstract
This study aimed to validate a comprehensive educational space model for future primary schools, emphasizing physical, technological, pedagogical, and psychosocial dimensions. This applied study employed a quantitative descriptive–survey design. The statistical population consisted of 275 primary school principals in Tehran, selected through random sampling. Data were collected using a researcher-developed questionnaire. Face, content, and construct validity were examined, and reliability was confirmed using Cronbach’s alpha and composite reliability. Data analysis was conducted through confirmatory factor analysis using SPSS version 27 and SmartPLS version 3. The confirmatory factor analysis indicated that the proposed model demonstrated good fit. The goodness-of-fit index (GOF) exceeded the acceptable threshold of 0.36, and the predictive relevance index (Q² = 0.227) reflected satisfactory predictive power. Based on AVE values, educational approaches ranked highest, followed by psychosocial support, technology, and physical space, with all factor loadings statistically significant. The results suggest that future primary school design should adopt an integrated educational space model that simultaneously addresses physical infrastructure, educational technologies, innovative teaching approaches, and psychosocial support to enhance learning quality.
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