Spatial quality in architecture schools, considering the perspective and attitude of architecture students towards the surrounding environment, can improve the social sustainability of the place, while increasing satisfaction with the space, and encourage scholars to be more present and productive in it.

The present study is of a developmental-applied type in terms of its purpose and research design, based on quantitative and qualitative approaches with an emphasis on logical reasoning. In the present study, using the Delphi method and utilizing the ideas of experts, the components and indicators of social sustainability of the place that are effective in improving the quality of educational spaces have been explained. In order to evaluate the importance and weighted percentage of their effectiveness in improving the spatial quality of architecture schools, utilizing the ideas and opinions of the main users of these spaces, 700 questionnaires consisting of 20 questions were distributed separately in the National Skilled Universities in Tehran.

Based on the results, subjective and semantic approaches have a weight of 0.19 and objective and physical approaches have a weight of 0.18, expressing their level of influence on the architectural education space. Of the semantic and subjective subcomponents, the highest degree of importance is related to the intellectual property of the space (0.065), satisfaction with the space (0.064), attachment to the environment (0.05). Of the physical and objective subcomponents, the highest degree of importance is related to welfare services (0.06), appropriate accessibility (0.025), appropriate interactive space with the students (0.021).