The geometry of light and learning: socio-spatial dynamics in a historic school-mosque

Purpose This study investigates how daylight, spatial geometry and syntactic structure collectively shape the experiential and symbolic logic of privacy, openness and transition in the historical Mansurieh School–Mosque complex. The aim is to reveal how architectural form encodes cognitive and spiritual experiences through quantifiable luminous–spatial relations. Design/methodology/approach A mixed analytical framework integrates field-based daylight measurements (illuminance, daylight factor and uniformity) with spatial–syntactic parameters (Depth, Integration, Connectivity and Isovist area). Statistical tests, including correlation analysis and regression modeling in SPSS, were employed to interpret relationships between luminous and spatial variables. Visualizations and Figures were used to support the statistical–spatial interpretation. Findings Results indicate that syntax metrics explain over 99% of the variance in average daylight levels, confirming that luminous behavior is structurally embedded in spatial configuration. Hojra cells exhibit minimal daylight and high spatial depth, reflecting architectural seclusion; Madras halls mediate between privacy and collectivity with balanced illumination, while the Mosque and Courtyard act as luminous, integrated cores. These relationships quantify how light and space co-produce spiritual and social meaning. Originality/value The research introduces an integrative statistical–spatial framework that bridges environmental performance and spatial syntax to interpret historical architecture. It offers a measurable approach for linking phenomenological experience, daylight and syntactic order.