Sustainable design when used in educational building design has large effect or features the buildings possess and it also effects the users interaction with the building. This effect needs to be determined whether it is positive or negative one. Multiple case studies and a main case study of The Loughborough Design School were researched and analysed through questionnaires, interviews, and library resources. This was carried out to discover varied opinions and reviews of a range of educational buildings that have taken a slightly different approach for the sustainable design. 50 people, a mixture of Loughborough student, other students and other users, completed a distributed online survey focusing on their personal experiences with the educational buildings they spend time to achieve an understanding of day to day living with different buildings. Three people were interviewed on the topic of sustainably built educational buildings, all users differing in profession and age to provide a more diverse amount of data to be analysed. Key issues appeared throughout the study, which consisted of natural light issues, noise pollution, and temperature regulation problems within the buildings. These findings show that the introduction of sustainable design over recent years drastically effects the technological techniques and user interaction of educational buildings, but there is still a long way for technology to progress before sustainable design will be problem free and second nature.
