"Multi-grade classrooms" are a common educational model in rural and sparsely populated areas of Iran, where a single teacher is responsible for teaching multiple grade levels simultaneously. This approach creates numerous challenges in managing the teaching-learning process. The physical characteristics of educational spaces play a crucial role in the quality of this process. In many rural schools, the physical environment of classrooms is unsuitable, inefficient, and lacks minimum educational standards. This research aims to investigate the impact of the physical characteristics of multi-grade classrooms on the quality of educational management from the perspective of the lived experiences of teachers and students, as a case study in rural elementary schools in Yazd Province.
This study was conducted using a mixed-methods approach within the framework of interpretive phenomenology. Qualitative data were collected through in-depth, semi-structured interviews with 23 experienced teachers of these classes and participatory observation in 15 selected schools. In the quantitative phase, a researcher-constructed questionnaire based on qualitative findings was distributed and analyzed among 150 students. Data were analyzed using thematic coding and one-sample T-tests and correlation analysis in SPSS software . The results indicate a significant relationship between physical components and the teaching-learning process. These findings emphasize the impact of creating individual and collective spaces, designing spaces appropriate for children's scale and flexible in form, utilizing variations in levels and walls, and ensuring proper visual supervision for the teacher. The findings highlight the need for greater attention to these elements as vital factors in enhancing the quality of teaching and learning. The present study offers an innovative perspective by integrating the viewpoints of users with considerations of the indigenous architecture of Yazd Province, proposing flexible and responsive design models. Its outcomes provide a design-oriented basis for architects, educational planners, to improve the quality of learning environments in rural areas.