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.

16 students may experience frustration, which can reduce engagement and ultimately lead to rejection of information. An emotionally balanced architectural environment can foster calm and security, enabling students to focus on cognitive processing and meaningful assimilation of new knowledge. During childhood and adolescence—critical periods of heightened neural plasticity and vulnerability—the brain is particularly sensitive to both positive and negative environmental influences. Therefore, creating an information-rich yet harmonious educational environment requires a balance between complexity and order. To foster positive emotional experiences, architects must consider age-specific perceptual characteristics and the cognitive development levels of students. Early childhood is characterized by empirical thinking and an emerging understanding of geometric forms and proportions. The environment should encourage tactile exploration and cognitive interaction. Adolescents demonstrate enhanced visual analysis, greater shape differentiation, more precise colour perception, and heightened attention to detail. At this stage, architectural space is perceived more analytically and purposefully, requiring designs that support visual scale, formal clarity, movement, and exploratory behaviour. Senior school students develop the ability to interpret symbolic elements in architecture. Colour assumes both emotional and semantic functions, with preferences shifting toward moderate, less saturated tones, reducing the need for strong contrast. Educational architecture at this stage should support perception and cognitive processes through a coherent visual language, in line with pedagogical principles. Flexible spatial organization with diverse zones, enabling students to choose learning environments, promoting autonomy and engagement; this diversity of choice also strengthens responsibility for learning outcomes. The behavioural impact of architecture complements its perceptual influence by shaping patterns of activity and interaction within a space. Through spatial configuration, environments may promote activation or calming, enhance attention, facilitate social interaction, and support free movement. Thus, architectural design must consider the behavioural effects of spatial organization.