An in-depth exploration of the spatial organization of the academic closed environment through the analysis of space syntax

The spatial organization of university interiors significantly influences social interactions, learning experiences, and overall student performance. As educational institutions strive to create vibrant, inclusive environments, understanding the dynamics of spatial design becomes crucial. This research delves into the intricate interplay between architectural layout, movement patterns, and social life within university walls. Primary goal is to pinpoint areas that foster collaboration, spontaneous interaction, and intellectual exchange. We seek to understand how specific spatial configurations encourage or hinder social engagement. In the first step, this research has a qualitative approach and a descriptive-analytical method has been used. Checking the maps with the help of existing documents and completing them with field research has been done. In order to select a sample with spatial structure and composition, since it is necessary for this study to cover the features of the spatial configuration of closed environments, in this study, the target spaces of educational environments were specifically university closed spaces. According to the purpose of the research, the studied sample was selected based on the location of the ground floor spaces to analyze the spatial organization for quantitative calculations. The second part of this research has a quantitative approach and the data analysis tool is the spatial syntax method. In the analysis, three characteristics of spatial organization, functional efficiency and spatial readability have been investigated in the spatial configuration of the closed environment of the university. Relevant quantitative parameters including depth, connectivity, connection and access, spatial separation and control value have been calculated in A-Graph and Depthmap software. Also, matching of software data with field research and arrangement of architectural spaces and sample components has been done. Convex maps and isovists reveal spatial affordances, highlighting areas conducive to social interaction. Corridors, atriums, and communal spaces emerge as high-connectivity zones. These areas facilitate movement, encourage chance encounters, and promote interdisciplinary collaboration. Their strategic placement influences accessibility and visibility. The findings indicate that in educational spaces, central halls, entrances, and communication corridors are the most connected and less deep than other spaces. It can be said that these spaces improve the functional efficiency of different spaces with spatial circulation and ease of access. Central halls have also been effective in spatial distribution and increasing spatial relations. The entrance and corridors have separated public spaces from private spaces by creating a hierarchy of entry and increasing the depth of access. By removing the central halls and wide corridors from the practical educational spaces, it seemed that the depth of the space would increase significantly. To solve this problem, a central communication space (central hall) reduces the depth of the entire building, resulting in more circulation and proper integration in the spaces. Also, assigning functions to spaces has reduced spatial circulation. Private spaces have a lower degree of interconnectedness, are more segregated, and have more depth in the access hierarchy Our research contributes to the ongoing discourse on spatial design in educational environments. By intentionally shaping sociable spaces, universities can foster a sense of community, creativity, and intellectual curiosity.