초·중·고등학교 교육환경 특성을 반영한 실내조명 계획 방향 기초연구

초록

This study explores indoor lighting planning directions reflecting the educational characteristics of elementary, middle, and high schools. Domestic standards (the Enforcement Rule of the School Health Act and KS A 3011) were compared with school-level characteristics and international standards such as EN 12464-1 and JIS Z 9110. Domestic standards provide minimum requirements for illuminance, daylighting, and glare control but omit qualitative indicators such as color temperature, color rendering index, and UGR; KS A 3011 allows illuminance adjustment by user and task conditions yet does not apply this to school-level differences. This study therefore proposes differentiated planning by school level, function-based qualitative planning, and integrated daylight–artificial lighting operation. Reinterpreting these limitations as a gap in application rather than absence, it redefines school indoor lighting as a component of educational quality that can guide school-level standards and lighting design.

키워드