Classroom temperatures in urban and rural classrooms: disparities that hinder a just energy transition and...

climate change is expected to raise ambient temperatures, with increases in Africa projected to exceed the global average. These rising temperatures impact indoor environments, including classrooms. This comparative observational field study aimed to compare classroom temperatures in urban and rural South African schools.

indoor classroom temperatures were measured using iButtons in classrooms with varying building characteristics. Data on building characteristics, such as ceiling conditions, tree shading, and the presence of fans, were collected using a standardised observation checklist.

the maximum daily average temperature in the urban school was 32°C, while rural schools experienced temperatures as high as 42°C. Indoor temperatures and humidity levels at rural schools exhibited greater variability than those in urban classrooms, largely influenced by outdoor temperature conditions (p<0.001). This suggests that urban classrooms were better insulated. Fan cooling was effective in reducing temperatures in urban classrooms (p<0.001) but had no significant impact in rural classrooms (p=0.16). Broken or missing ceilings in rural schools contributed to higher temperatures (p<0.001). The study demonstrated that urban classrooms were better at maintaining the standard thermal comfort range of 25-28°C compared to rural classrooms.

the findings reveal urban-rural inequalities in classroom thermal comfort due to poorer building infrastructure and limited effectiveness of low-energy cooling options. The disparities highlight a justice challenge within the energy transition, underscoring the need for equitable, climate-appropriate school infrastructure investments in South Africa, to ensure that adaptation benefits reach under-resourced rural communities. As South Africa moves toward a just energy transition economy, better building designs in school classrooms are a priority.