المجلة الدولية للعلوم والتقنية

Educational buildings are an important element in the education and educational process. They represent the environment in which the human forces interact with the physical elements to achieve the purpose of education. Despite the efforts that are being performed to develop education in Libya, through the educational programme and teacher preparation and qualification. On the other hand, we did not see the development of school buildings, but it was observed to continue to take repeated models without taking into account current and future developments. Hence, the importance of this paper is to evaluate the performance of these buildings and to acknowledge the extent of their ability to keep pace with developments in education today. Also as a consequence to contribute to the detection of strengths and weaknesses in the design of school buildings and raise their level of performance. This paper examines the assessment and study of the space needs of school buildings from the viewpoint of their users. The research mainly relied on measuring the efficiency of the performance of school buildings for the basic educational needs in the city of Al-Khums and its surroundings. By collecting information from building users through a questionnaire designed and distributed to teachers who are distinguished by the long years of their occupation in the building to measure their levels of satisfaction. The data were analysed using the SPSS program. Statistical averages and standard deviations were statistically calculated. One-Sample T-Test was tested. The results of the analysis was also supported by personal interviews with school administrators, observations of user behaviour and the elements and contents of schools. In conclusion, the results of the research showed the teachers' dissatisfaction with their school's buildings. They were dissatisfied with their inability to meet educational needs due to the severe shortages of complementary educational spaces, school activity spaces, and services. Therefore, the design of these schools is incomplete, inflexible and does not meet the requirements for the success of the educational process. This negatively affects the quality of educational environments and does not follow up with scientific and technical developments.