ارزیابی قیاسی مولفه‌های پایداری اجتماعی در دانشکده‌های هنرومعماری با تاکید بر رضایتمندی کاربران (مطالعه موردی: دانشگاه آزاد اسلامی، واحد علوم ‌و تحقیقات و واحد تهران مرکزی)

فضاهای کالبدی دانشگاهی به عنوان بستر شکل گیری تعاملات اجتماعی، تجربه زیسته آموزشی و شکوفایی حرفه ای دانشجویان، نقشی کلیدی در ارتقاء کیفیت آموزش عالی ایفا می کنند. پژوهش حاضر با هدف ارزیابی تطبیقی مولفه های پایداری اجتماعی مکان و سنجش میزان رضایتمندی کاربران، دو نمونه موردی از دانشگاه آزاد اسلامی (واحد علوم و تحقیقات و واحد تهران مرکزی) را مورد بررسی قرار داده است. روش تحقیق از نوع توسعه ای -کاربردی، مبتنی بر رویکرد ترکیبی کیفی -کمی می باشد. تحلیل داده ها با استفاده از نرم افزارهای spss و به کارگیری تکنیک آنتروپی شانون، امکان رتبه بندی و مقایسه شاخص ها را فراهم ساخته است. یافته ها حاکی از آن است که در مولفه «ایمنی و امنیت» ، واحد علوم و تحقیقات عملکرد بهتری داشته، در حالی که سایر مولفه ها از دیدگاه دانشجویان واحد تهران مرکزی، وضعیت مطلوب تری دارند. نتایج پژوهش ضمن تبیین شکاف های ادراکی کاربران نسبت به کیفیت محیطی، می تواند در تدوین سیاست های ارتقاء کیفیت فضایی -کالبدی فضاهای آموزشی موثر واقع شود.

comparative evaluation of social sustainability components in faculties of art and architecture with an emphasis on user satisfaction (case study: islamic azad university, science and research branch and central tehran branch)

the physical environment of universities plays a pivotal role in fostering interaction, learning, and personal development among students and researchers. these environments serve not merely as functional spaces but as dynamic settings that shape academic, social, and psychological experiences. this significance is especially pronounced in faculties of art and architecture, where the spatial context must support the creative, perceptual, and design-oriented nature of education. students in these disciplines require environments that stimulate imagination, encourage self-expression, and promote deep engagement with architectural form and function. designing such environments necessitates a comprehensive understanding of spatial design principles in tandem with insights into cognitive, perceptual, and environmental influences on human behavior. despite the growing global interest in social sustainability in academic settings, research specifically focused on the spatial aspects of social sustainability within iranian faculties of art and architecture remains scarce. addressing this gap, the present study aims to formulate a theoretical framework for place-based social sustainability and evaluate its impact on the spatial quality of educational environments in architecture and art faculties. the research concentrates on two campuses of islamic azad university: the science and research branch and the central tehran branch. core questions guiding the investigation include identifying the key components that define place-based social sustainability in this specific academic context and examining how students perceive the spatial and physical quality of their educational environment through the lens of these components. methodologically, the study employs an applied-developmental approach that integrates qualitative and quantitative strategies. data were gathered through documentary review, expert interviews via the delphi method, and structured questionnaires distributed among students. rooted in both objective and subjective human needs. this model comprises eight primary components: identity and meaning, safety and security, social structures, human-centeredness, spatial organization, biophilia, physical structure, and infrastructure and amenities. these are further delineated into 32 indicators that reflect crucial aspects of spatial and social quality. according to the analysis, the science and research branch outperformed the central tehran branch in terms of safety and security, with a mean score of 3.8 versus 3.4. conversely, students at the central tehran branch reported greater satisfaction in areas such as spatial structure, identity, and infrastructure, implying a more favorable perception of their physical environment. ultimately, the research underscores the importance of integrating social sustainability principles into the design and planning of academic environments, particularly within creative disciplines. the conceptual framework introduced here provides a practical tool for assessing and enhancing spatial quality in higher education. by aligning spatial design with users rsquo; needs and lived experiences, institutions can cultivate more engaging, inclusive, and sustainable learning spaces. the results offer a valuable foundation for future research, policy development, and design interventions aimed at improving the quality of life and educational outcomes in university settings.