Resilient education facilities with special focus on classrooms to be compatible with the COVID-19 crisis

Figures & data

Figure 1. The mutual relationship between design and environmental criteria and human behavior in educational space. Source: author.

Table 1. Shows classroom density and area for primary level [17].

	NO. of Students		Classroom Area (m^2)		Student Area in Classroom (m^2)
level	MIN	MAX	MIN	MAX	MIN	MAX
Primary	24	30–36	44	58	1.6	2,00

Table 2. The survival period of viruses on varied materials [43].

Materials	Viruses	Temperature	Survival period
Iron	HCoV, MersCoV, SARS-CoV, COVID-19	20–24	2 to 28 d
copper	SARS-CoV, COVID-19	21–23	4–8 h
Aluminium	HCoV	21	0.08 to 0.5 d
wood	SARS-CoV, COVID-19	22	1 to 2 d
glass	HCoV, SARS-CoV, COVID-19	20–25	2 to 28 d
fabric	SARS-CoV, COVID-19	22	1 to 5 d
paper	SARS-CoV, COVID-19	23	30 min-3 h
ceramics	HCoV	21	Less than 5 d
soil	SARS-CoV,	20	4 to 5 d
Vinyl	COVID-19	20	Less than 28 d
Plastic	COVID-19	21–23	3–4 d

Copper alloys contain properties to make it an effective material in fighting against viruses in 2 hours [44]. because copper may break down the DNA of viruses [45]. fabric coverings can also be used such as vinyl, to reduce the rate of germs [45].

b-Finishes that provide protection against microbes for walls and floors.

For wall recommended to use antimicrobial paints and coatings [46], such as those Bio-Cote offers. It can reduce microbes by up to 86%. For floor recommended to bamboo, cork, and wood. These materials can provide protection against microbes [47].

Figure 2. Resilient design criteria. source: author.

Table 3. The design matrix of resilient design criteria and requirements in classroom. Source: author.

Figure 3. The location of government primary schools.

Figure 4. Design criteria in case studies.

Figure 5. Infrastructure and facilities in case studies.

Figure 6. Teaching methods in case studies.

Figure 7. Environmental criteria in case studies [49–51].

Figure 8. Finishing and surface materials in case studies.

Table 4. A comparative analysis between the classrooms in four case studies. Source: author.

Figure 9. Evaluation of resilient design requirements for classrooms. source: Author.

Figure 10. Evaluation of resilient design requirements for classrooms in four schools. source: author.

Table 5. Evaluation of the resilient design requirements of classrooms in schools.

School	Epidemics	Climate Change	Advanced Technology	Advanced Education
Sons of the revolution school	35%	54%	24%	47%
New Minya for basic education school	42%	54%	19%	46%
Rathregan National School	52%	63%	38%	60%
Bawtry Mayflower School	58%	66%	52%	63%

Source: Author.

Figure 11. Evaluation of classrooms resilience in schools.

Source: Author

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