The decline in learning experience quality in primary schools and the weak linkage between spatial design and learning processes highlight the need to consider sensory and environmental components in educational architecture. Although previous studies have emphasized the importance of physical factors, a systematic examination of the interaction between sensory, perceptual, and spatial elements in shaping learning quality remains limited. This study aimed to identify, categorize, and prioritize the sensory perception components influencing the design of learning spaces and to provide a validated conceptual framework.

This applied-developmental study employed a sequential mixed-methods approach. First, a systematic literature review following the PRISMA protocol was conducted for the period 1990–2025, yielding 58 studies for final analysis after screening. Extracted components were organized into four groups: sensory, perceptual–experiential, environmental–spatial, and interaction with nature. In the second phase, a three-round Delphi questionnaire was distributed to 24 experts in educational architecture, environmental psychology, and educational sciences. Data were collected using a five-point Likert scale and analyzed through mean, standard deviation, relative weight, and ranking.

Findings indicated that sensory components held the highest importance in enhancing learning quality (relative weight ≈ 29%), followed by environmental–spatial (27%), perceptual–experiential (24%), and nature interaction (20%). “Natural light,” “acoustic comfort,” and “spatial flexibility” were prioritized as the most critical factors.

The results provide a validated framework for designing multisensory learning spaces and underscore the necessity of an integrated approach that enhances sensory and spatial components to improve students’ learning experiences.