[1]. Singh, M.K., et al., Progress in thermal comfort studies in classrooms over last 50 years and way forward. Energy and Buildings, 2019. 188: p. 149-174.
[2]. China, M.O.E.O., Number of students of Formal Education by Type and Level. 2021.
[3]. Almeida, R.M., N.M. Ramos and V.P. De Freitas, Thermal comfort models and pupils’ perception in free-running school buildings of a mild climate country. Energy and Buildings, 2016. 111: p. 64-75.
[4]. De Giuli, V., et al., Measured and perceived environmental comfort: Field monitoring in an Italian school. Applied Ergonomics, 2014. 45(4): p. 1035-1047.
[5]. Mohamed, S., et al., Overheating and indoor air quality in primary schools in the UK. Energy and Buildings, 2021. 250: p. 111291.
[6]. Porras Salazar, J.A., et al., Reducing classroom temperature in a tropical climate improved the thermal comfort and the performance of elementary school pupils. Indoor air, 2018. 28(6): p. 892-904.
[7]. Wargocki, P., J.A. Porras-Salazar and S. Contreras-Espinoza, The relationship between classroom temperature and children’s performance in school. Building and Environment, 2019. 157: p. 197-204.
[8]. Aparicio-Ruiz, P., et al., A field study on adaptive thermal comfort in Spanish primary classrooms during summer season. Building and Environment, 2021. 203: p. 108089.
[9]. Makun, C.Y., A study into the effect of indoor air temperature on the thermal comfort, health and performance of users in selected naturally ventilated schools in Nigeria.. 2019, Newcastle University.
[10]. AC, A., Ergonomics of the thermal environment-Analytical determination and interpretation of thermal comfort using calculation of the PMV and PPD indices and local thermal comfort criteria. 2005: ISO.
[11]. ASHRAE, Thermal environmental conditions for human occupancy. Atlanta: American Society of Heating, Refrigerating and Air Conditioning Engineers, Inc. 2020.
[12]. Fanger, P.O. and T. Comfort, Analysis and applications in environmental engineering. Thermal comfort. Analysis and applications in environmental engineering, 1970.
[13]. Nicol, J.F. and M.A. Humphreys, Thermal comfort as part of a self-regulating system. 1973.
[14]. Rodríguez, C.M., M.C. Coronado and J.M. Medina, Thermal comfort in educational buildings: The Classroom-Comfort-Data method applied to schools in Bogotá, Colombia. Building and Environment, 2021. 194: p. 107682.
[15]. Vanos, J.K., A.J. Herdt and M.R. Lochbaum, Effects of physical activity and shade on the heat balance and thermal perceptions of children in a playground microclimate. Building and Environment, 2017. 126: p. 119-131.
[16]. Nicol, F., M. Humphreys and S. Roaf, Adaptive thermal comfort: principles and practice. 2012: Routledge.
[17]. Ter Mors, S., et al., Adaptive thermal comfort in primary school classrooms: Creating and validating PMV-based comfort charts. Building and Environment, 2011. 46(12): p. 2454-2461.
[18]. De Giuli, V., O. Da Pos and M. De Carli, Indoor environmental quality and pupil perception in Italian primary schools. Building and Environment, 2012. 56: p. 335-345.
[19]. Teli, D., M.F. Jentsch and P.A. James, Naturally ventilated classrooms: An assessment of existing comfort models for predicting the thermal sensation and preference of primary school children. Energy and buildings, 2012. 53: p. 166-182.
[20]. de Dear, R., et al., Adaptive thermal comfort in Australian school classrooms. Building Research & Information, 2015. 43(3): p. 383-398.
[21]. Haddad, S., P. Osmond and S. King, Revisiting thermal comfort models in Iranian classrooms during the warm season. Building Research & Information, 2017. 45(4): p. 457-473.
[22]. Haddad, S., P. Osmond and S. King, Application of adaptive thermal comfort methods for Iranian schoolchildren. Building Research & Information, 2019. 47(2): p. 173-189.
[23]. Montazami, A., et al., Developing an algorithm to illustrate the likelihood of the dissatisfaction rate with relation to the indoor temperature in naturally ventilated classrooms. Building and Environment, 2017. 111: p. 61-71.
[24]. Trebilcock, M., et al., The right to comfort: A field study on adaptive thermal comfort in free-running primary schools in Chile. Building and Environment, 2017. 114: p. 455-469.
[25]. Kim, J. and R. de Dear, Thermal comfort expectations and adaptive behavioural characteristics of primary and secondary school students. Building and Environment, 2018. 127: p. 13-22.
[26]. Yang, B., et al., Thermal comfort in primary school classrooms: A case study under subarctic climate area of Sweden. Building and Environment, 2018. 135: p. 237-245.
[27]. Zhang, D., M.A. Ortiz and P.M. Bluyssen, Clustering of Dutch school children based on their preferences and needs of the IEQ in classrooms. Building and Environment, 2018. 147.
[28]. Bidassey-Manilal, S., et al., A study protocol to determine heat-related health impacts among primary schoolchildren in South Africa. International journal of environmental research and public health, 2020. 17(15): p. 5531.
[29]. Korsavi, S.S. and A. Montazami, Children's thermal comfort and adaptive behaviours; UK primary schools during non-heating and heating seasons. Energy and Buildings, 2020. 214: p. 109857.
[30]. Korsavi, S.S., A. Montazami and D. Mumovic, Perceived indoor air quality in naturally ventilated primary schools in the UK: Impact of environmental variables and thermal sensation. Indoor air, 2021. 31(2): p. 480-501.
[31]. Munonye, C. and Y. Ji, Evaluating the perception of thermal environment in naturally ventilated schools in a warm and humid climate in Nigeria. Building Services Engineering Research and Technology, 2021. 42(1): p. 5-25.
[32]. Pule, V., et al., Classroom temperature and learner absenteeism in public primary schools in the Eastern Cape, South Africa. International Journal of Environmental Research and Public Health, 2021. 18(20): p. 10700.
[33]. Lala, B., S. Murtyas and A. Hagishima, Indoor thermal comfort and adaptive thermal behaviors of students in primary schools located in the humid subtropical climate of india. Sustainability, 2022. 14(12): p. 7072.
[34]. Lala, B., et al., Multi-task learning for concurrent prediction of thermal comfort, sensation and preference in winters. Buildings, 2022. 12(6): p. 750.
[35]. Jindal, A., Thermal comfort study in naturally ventilated school classrooms in composite climate of India. Building and Environment, 2018. 142: p. 34-46.
[36]. Liu, Y., et al., The indoor thermal environment of rural school classrooms in Northwestern China. Indoor and Built Environment, 2017. 26(5): p. 662-679.
[37]. Wang, D., et al., Student responses to classroom thermal environments in rural primary and secondary schools in winter. Building and Environment, 2017. 115: p. 104-117.
[38]. Ma, F., et al., Winter thermal comfort and perceived air quality: A case study of primary schools in severe cold regions in China. Energies, 2020. 13(22): p. 5958.
[39]. Teli, D., P.A. James and M.F. Jentsch, Thermal comfort in naturally ventilated primary school classrooms. Building Research & Information, 2013. 41(3): p. 301-316.
[40]. Kalmar, F., Investigation of thermal perceptions of subjects with diverse thermal histories in warm indoor environment. Building & Environment, 2016. 107(oct.): p. 254-262.
[41]. Li, H., Talk about the division of four seasons. Meteorology Journal of Henan, 2002(3): p. 48-48.
[42]. GB 50178-93. Standard of climatic regionalization for architecture, Beijing, China, 2019.
[43]. Aparicio, P., et al., The globe thermometer in comfort and environmental studies in buildings. Revista de la Construcción. Journal of Construction, 2016. 15(3): p. 57-66.
[44]. AC, A., Ergonomics of the thermal environment-Instruments for measuring physical quantities. 1998: ISO.
[45]. GB/T 18204.13-2000. Methods for determination of air temperature in public places. China, 2000.
[46]. GB/T 18204.14-2000. Methods for determination of air humidity in public places. China, 2000.
[47]. Jiang, J., et al., A field study of adaptive thermal comfort in primary and secondary school classrooms during winter season in Northwest China. Building and Environment, 2020. 175: p. 106802.
[48]. Torriani, G., et al., Thermal comfort and adaptive capacities: Differences among students at various school stages. Building and Environment, 2023. 237: p. 110340.
[49]. De Dear, R. and G.S. Brager, Developing an adaptive model of thermal comfort and preference. 1998.
[50]. Montazami, A., et al., Impact of social background and behaviour on children's thermal comfort. Building and Environment, 2017. 122: p. 422-434.
[51]. Ridley, K., B.E. Ainsworth and T.S. Olds, Development of a compendium of energy expenditures for youth. International Journal of Behavioral Nutrition and Physical Activity, 2008. 5: p. 1-8.
[52]. Havenith, G., Metabolic rate and clothing insulation data of children and adolescents during various school activities. Ergonomics, 2007. 50(10): p. 1689-1701.
[53]. Almagro-Lidón, M., et al., Thermal comfort in school children: Testing the validity of the Fanger method for a Mediterranean climate. Building and Environment, 2024. 253: p. 111305.
[54]. Yao, R., et al., Evolution and performance analysis of adaptive thermal comfort models–A comprehensive literature review. Building and Environment, 2022. 217: p. 109020.
[55]. De Dear, R. and G. Schiller Brager, The adaptive model of thermal comfort and energy conservation in the built environment. International journal of biometeorology, 2001. 45: p. 100-108.
[56]. Fanger, P.O. and J. Toftum, Extension of the PMV model to non-air-conditioned buildings in warm climates. Energy and buildings, 2002. 34(6): p. 533-536.
[57]. Yao, R., B. Li and J. Liu, A theoretical adaptive model of thermal comfort–Adaptive Predicted Mean Vote (aPMV). Building and environment, 2009. 44(10): p. 2089-2096.
[58]. Zhang, S., et al., Improved algorithm for adaptive coefficient of adaptive Predicted Mean Vote (aPMV). Building and Environment, 2019. 163: p. 106318.