In today’s hybrid and digital educational models, the quality of the physical learning environment has a significant impact on performance and well-being. Among environmental variables, lighting remains a critical yet underexamined factor in academic workspaces. While much educational research emphasizes pedagogy and technology, fewer studies investigate how color temperature and illuminance affect performance during typical academic tasks—especially paper-based and screen-based work. As faculty and students engage in both analog and digital activities in offices, libraries, or remote settings, this study explores how lighting conditions impact visual comfort, task accuracy, and user experience in educational environments.

This research aims to investigate the impact of variations in color temperature (CCT) and illuminance on task execution in academic settings. The study seeks to:
- Compare the impact of warm vs. cool lighting on paper- and screen-based tasks.
- Identify optimal lighting conditions for reducing fatigue and supporting visual ergonomics.
- Offer evidence-based recommendations for designing educational workspaces.

A within-subjects experimental design was used in a simulated academic office environment. Thirty participants (faculty and graduate students) completed a paper-based reading task and a screen-based data entry task under three lighting conditions:
- 3000K / 400 lux (warm light, low illuminance)
- 4000K / 500 lux (neutral white, medium illuminance)
- 6500K / 750 lux (cool light, high illuminance)

Performance was measured through:
- Task accuracy and completion time
- NASA-TLX scores (perceived cognitive workload)
- Eye strain and visual comfort ratings
Lighting scenarios were precisely calibrated using tunable LED fixtures and light meters.

Findings show that cooler color temperatures (5000K–6500K) improved speed and focus in screen-based tasks, likely due to the stimulating effect of blue-enriched light. Warmer light (3000K–4000K) was favored for reading, improving comfort, and reducing fatigue. The best performance across both modalities occurred under moderate illuminance (500–600 lux). However, high-intensity light (750 lux) occasionally caused glare in reading tasks. Participants preferred environments with adjustable lighting based on task type, supporting the need for user-centered design in academic workspaces.

These results highlight that lighting preferences and performance are task-dependent. Screen-based tasks benefit from bright, cool lighting that boosts alertness, while analog tasks require warm, softer lighting for sustained comfort. This supports a multisensory, adaptive approach to lighting in education, reinforcing the idea that physical space design should align with academic functionality.

This study contributes to educational innovation by connecting lighting science, interior design, and academic performance. It provides practical insights for campus planners, instructional designers, and architects aiming to enhance hybrid and digital learning environments.

Key implications include:
- Integrating task-specific lighting in offices and study zones
- Promoting visual ergonomics in educational wellness strategies
- Supporting individual control over lighting based on task and user need

Future research will expand this work through long-term studies, diverse user profiles, and implementation in real-world classrooms.

Keywords: Educational Lighting, Color Temperature, Illuminance, Visual Comfort, Academic Workspaces, Faculty Performance, Interior Learning Environments.