Abstract
This study investigates the impact of interactive classroom interior design on students' perceived physical, cognitive, and social well-being through an integrated architectural evaluation framework. While previous studies examined classroom environmental factors independently, limited research has operationalised measurable design benchmarks linking spatial qualities to student well-being outcomes. This research develops a theory-derived benchmarking model based on ergonomic standards, indoor environmental quality (IEQ), spatial flexibility, and sensory design principles. The framework is applied through comparative international case studies (Hellerup School, Denmark; Vittra School, Sweden) and an empirical field study conducted at Nermin Ismail School (NIS), Cairo. Mixed methods were employed, including literature synthesis, spatial comparative analysis, behavioural mapping, and student questionnaires (n = 60). Findings demonstrate that classrooms integrating flexible layouts, ergonomic furniture, daylight optimization, acoustic control, and biophilic elements significantly enhance perceived well-being and engagement. The study contributes a measurable evaluation tool linking architectural theory with educational practice and provides design guidelines for interactive learning environments in comparable educational contexts.