This article explores neuroarchitecture, as it represents an interdisciplinary approach to designing educational spaces that integrates advances in neuroscience, cognitive psychology, and architectural practice. Addressing of two contemporary challenges is what conditions the study’s relevance: the rise of mental-health problems among all students and the mismatch between customary school environments as well as the pedagogical demands of the twenty-first century. This study aims to identify and systematize principles of neuroarchitecture that enhance engagement, mitigate stress, and support cognitive productivity. The article is novel since it synthesizes theoretical foundations with evidence-based design solutions. After that, the article verifies them through the Shanti Elementary School project case study in the United States. The chief findings do indicate that biophilic designs and optimized light with color plus spatial flexibility not only restore attention but also reduce anxiety, and gain academic achievement, reduce absenteeism, plus heighten resilience among teaching staff. The paper emphasizes that the educational environment significantly influences both cognitive and emotional experiences, and that policy and practice should consider integrating neuroarchitectural strategies as a quality standard in education. Architects and educators in cognitive psychology and neuroscience, as well as researchers and academic administrators, will find the article to be useful.

neuroarchitecture, educational environment, biophilic design, spatial flexibility, cognitive psychology, evidence-based design, pedagogy, student well-being

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