Mapping a decade of research on educational environment performance in developing economies through bibliometric techniques

Abstract Purpose The research systematically synthesizes the intellectual foundations, methodological advancements, and thematic evolutions in research between passive ventilation effectiveness, indoor thermal comfort conditions, and their influence on students’ cognitive performance in educational spaces, with a focus on the socio-environmental conditions of tropical and subtropical regions in emerging economies. Design/methodology/approach The study systematically reviews a decade of scholarly publications (2016–2025) retrieved through a Boolean search strategy, yielding 1375 articles. Employing a multi-phase methodology, it integrates a Systematic Literature Review (SLR) with bibliometric analysis. Bibliometric mapping, performed using the Biblioshiny R package, enables the identification of prevailing knowledge domains, leading contributors, patterns of international collaboration, and high-impact publication outlets. Findings A comprehensive review of 164 domain-specific articles identified four key themes that define adaptive thermal comfort modelling in relation to local climates. These include indoor environmental quality (IEQ) performance metrics, empirical and simulation-based assessments of passive ventilation strategies, and evaluations of cognitive performance in educational settings. The review combines systematic trend analysis with a policy-oriented conceptual framework, enabling architects, engineers, and decision-makers to improve the design and implementation of climate-responsive, energy-efficient educational infrastructures. Originality/value Policy perspective findings underscore the critical alignment of passive ventilation research with Sustainable Development Goals, particularly SDG 3 (Good Health and Well-being), SDG 4 (Quality Education), SDG 7 (Affordable and Clean Energy), and SDG 11 (Sustainable Cities and Communities) contributing to the global agenda of designing learning environments that simultaneously advance human well-being, educational equity, and environmental sustainability in resource-constrained contexts. Research gaps The review identifies persistent gaps, including the limited incorporation of region-specific cultural and behavioural factors, insufficient integration of cognitive performance metrics into building codes, and inadequate longitudinal monitoring in operational schools.