A MIVES-Based Multicriteria Framework for Prioritizing Indoor Air Quality Interventions in Educational Classrooms
Indoor air quality (IAQ) in educational buildings has become a key priority, especially after the COVID-19 pandemic, due to thehigh vulnerability of children and a widespread lack of e¿ective ventilation systems in classrooms. This study introduces a MIVES-based multicriteria decision-making (MCDM)...
| Autores: | , , , |
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| Tipo de recurso: | artículo |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | Universitat Politècnica de Catalunya (UPC) |
| Repositorio: | UPCommons. Portal del coneixement obert de la UPC |
| Idioma: | inglés |
| OAI Identifier: | oai:upcommons.upc.edu:2117/444504 |
| Acceso en línea: | https://hdl.handle.net/2117/444504 https://dx.doi.org/10.1155/ina/9646142 |
| Access Level: | acceso abierto |
| Palabra clave: | Indoor air quality MCDM MIVES Risk management Vventilation strategies Àrees temàtiques de la UPC::Edificació::Instal·lacions i acondicionament d'edificis::Instal·lacions de ventilació |
| Sumario: | Indoor air quality (IAQ) in educational buildings has become a key priority, especially after the COVID-19 pandemic, due to thehigh vulnerability of children and a widespread lack of e¿ective ventilation systems in classrooms. This study introduces a MIVES-based multicriteria decision-making (MCDM) framework to prioritize IAQ improvement investments in classrooms, aligningthem with prede¿ned sustainable development objectives. The MIVES methodology combines MCDM and multiattributeutility theory (MAUT), incorporating the concept of value functions (VFs) to standardize indicators, and uses the analytichierarchy process (AHP) to assign relative weights across evaluation criteria. The proposed prioritization investment index forindoor air quality (PIIIAQ) integrates a risk index (RI)—based on threat, the population at risk, and the classroomvulnerability—with a comprehensive sustainability assessment across economic, social, and environmental dimensions. Theframework was applied to 14 intervention strategies (Projects A to N) across various Spanish schools, producing accurate,consistent, and repeatable evaluations in a transparent and traceable way. Project K, which involved installing a completeHVAC system in a high-risk classroom (RI = 4 54), received the highest PIIIAQ score (0.81), followed by Projects M and J(0.75), while lower-ranked projects such as E (0.36) and B (0.39) o¿ered minimal improvement or impact. A sensitivityanalysis con¿rmed the robustness of results across di¿erent stakeholder-weighting scenarios. The model's output closelymatched expert judgment, validating its reliability and demonstrating its potential as a strategic tool for guiding resourceallocation in public educational infrastructure. |
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