Proceedings of the International scientific and practical conference ―Science at the Frontier of Progress‖ (January 27-29, 2026) / Publisher website: www.naukainfo.com. – Paris, France, 2026. - 302 p.

14 Technological progress, despite its undeniable advantages, often develops at the expense of fundamental aspects of human life. This process contributes to a decline in cognitive function, including reduced concentration, impaired deep thinking, and diminished emotional balance. These effects are significantly intensified by the characteristics of the contemporary living environment, such as air pollution, elevated noise levels, high building density, a lack of green spaces and private spaces. Prolonged exposure to such conditions may result in persistent psycho-emotional tension, affecting approximately 40% of Europeans, according to the World Health Organization (WHO), and leading to reduced overall societal productivity. In the context of education, these environmental factors have a direct impact on students. A particularly pressing issue is the effect of stress on academic performance, as it creates additional barriers to learning, reduces attention span, and negatively affects motivation. In this regard, the role of environmental factors capable of influencing an individual’s psycho-emotional state becomes increasingly significant. The influence of geometric forms and symbols on human cognitive perception is reflected in numerous studies that link form and proportion to emotional response and to the archetypal structures of the collective unconscious, described by C. G. Jung. From this standpoint, architecture can be interpreted as a communicative system that shapes affective responses through physical form, colour, scale, light, and materials that convey symbolic meanings, evoking specific cognitive and emotional reactions. Consequently, architecture may serve as an effective instrument for supporting psychological and emotional recovery by shaping harmonious and well-balanced spatial conditions. The research is aimed at analysing scientific sources and applying cognitive design principles to enhance students’ academic performance. Human adaptability and flexibility are shaped by genomic mechanisms responsive to environmental signals processed by the brain. Spatial environments can activate neural processes and modulate genetic regulation, resulting in measurable physiological effects on development, productivity, and stress regulation.