Basically, the built environment must insure the physical and mental 
health of its users, since it‟s where we spend approximately 80-90% of 
our lives, according to the World Health Organization (WHO), which 
gives a focal dimension for the opportunities to study the effect of the 
architectural surroundings on users brains.
Neuroarchitecture is the field where architects collaborate with 
neuroscientists to explore scientifically the relationship between 
individuals and their surrounding environment. Despite the recent 
presence of multiple studies focusing on the neuroscience driven 
architecture, detailed research applying it on specific building types, as 
learning environments is very limited.
This paper aimed to explore the interrelationship between the field of 
neuroscience and architecture, and to investigate the constructive 
contribution of neuroscience in the design of educational facilities; 
targeting to explain the correlation between the neuroscientific data and 
the existing architectural interpretations. This research has been 
performed through qualitative research; starting with data collection, 
based on articles, papers, studies (library information), followed by 
descriptive, thematic, and narrative analysis methods; and then it has 
critically assessed experiments with the same vision of investing the 
neurological findings in creating educational spaces‟ design framework.
Lastly, the paper concluded that the built environment widely 
contribute to the development of children‟s brains and their learning 
processes‟ quality; Further analysis also indicated the inevitable 
importance of children engagement in the design processes of their 
spaces.