Thermal Comfort in Classrooms in NSW Australia: Learning from International Practice: A Systematised Review
Round 1
Reviewer 1 Report
Comments and Suggestions for AuthorsThis manuscript deals with very interesting issue of thermal comfort in Australia. The authors conducted a thorough literature review. It turned out that there are very few studies on Australia. This meant that they had to use research from countries with a similar climate. Therefore, it can be said that they undertook a difficult and interesting task.
The manuscript is arranged logically and clearly. The research objective is well defined based on the presented sources. Literature analyses are presented for each of the thematic points. The conclusions are unquestionable.
For these reasons, I believe that the manuscript requires only minor corrections.
General:
Please check the citation format of references in the manuscript. In its current form it does not meet editorial recommendations.
Detailed:
line. 17: " (iii) students" - in what sense? It is a little confusing to me when reading abstract. Do you mean their feeling of comfort?
l. 212: "identifies eight climate zones in Australia, and four in New 212 South Wales" - 8 or 12 in total in Australia? It is a little confusing.
l. 261: "2.5 The education building type" - maybe "Description of the education building" or something similar. In ots present form this title sounds a bit weird.4
l. 484: "Only studies published since 2014" - why not since 2004 or 2000, for example? Why did you choose 2004 year?
l. 506: " The language was limited to English" - repeated also in l. 484.
Table 1: Columns headers: buildings - Buildings, students - Students
l. 569 - Kottek et al. - missing reference number.
Sections 4.3, 4.4 and 4.5 - maybe additional tables with the most important findings (and probably also with numerical values of the most important parameteers) will be useful and conveninet for the reader.
What is the main question addressed by the research?
The main question addressed by this research is to find (describe) the relationship between thermal comfort and (i) local climate areas, (ii) classroom build-16
ing types, (iii) students and (iv) air conditioning in school buildings in the Australian climatic conditions.
the case.
Yes, I consider this topic as original, because there are plenty of works on the issue of indoor thermal comfort in Australia. What is more, the authors of this study showed that two main standards being in use (ISO and ASHRAE) do not always apply to Australian climatic conditions.
The authors gathered publications on the thermal comfort in relation to Australian conditions and presented recommendation on the development of future recommendations on the thermal comfort in Australian schools.
As I showed in my review, they should justify why they consider publications since 2014 and not earlier ones (e.g. from 2004)? This is my most significant objection.
Yes, they are. The authors (in Conclusions) gave short summaries describing their outcomes in all four points/topics listed in Abstract.
Yes. The authors cited 104 references, including the works of the well known specialist in the field of thermal comfort in Australia - Richard de Dear.
As I have written in my review:
"Sections 4.3, 4.4 and 4.5 - maybe additional tables with the most important findings (and probably also with numerical values of the most important parameteers) will be useful and conveninet for the reader. "
These tables could present a simple and clear summary of the most important results of the cited works.
Author Response
thank you for your thoughtful review.
We have responded to all reviews in one document, please find attached.
Author Response File: 
Author Response.pdf
Reviewer 2 Report
Comments and Suggestions for AuthorsDear Authors,
Thank you for your dedicated effort in preparing this manuscript. This article explores thermal comfort in classrooms in New South Wales (NSW), Australia, and evaluates the appropriateness of international thermal comfort standards, particularly ASHRAE, for educational buildings in climates similar to NSW. To improve their article, the authors could consider the following major recommendations:
Abstract: Clearly define the research problem and objectives, emphasizing the inadequacy of international thermal comfort standards for NSW classrooms. Highlight the main results, such as the mismatch between ASHRAE standards and students' thermal preferences, and the need for localized solutions.Include a concise statement on how the findings contribute to improving classroom design and sustainability. ​
Introduction:Provide a stronger background on the importance of thermal comfort in classrooms, linking it to student health, learning outcomes, and energy efficiency. ​ Clearly articulate the gap in existing research, such as the lack of studies on thermal comfort tailored to children in diverse climate zones. ​Explicitly state the research objectives, such as evaluating ASHRAE standards and proposing localized solutions for NSW classrooms. ​
Methodology: Expand on the systematised review process, including the rationale for selecting Scopus as the database and the criteria for excluding studies from the USA. Describe how the data extraction and analysis were validated, such as inter-reviewer reliability checks. Discuss limitations, such as the exclusion of non-English studies, and how these were mitigated. ​
Results: Use clearer tables, graphs, or charts to present findings, such as temperature ranges preferred by students or CO2 levels in classrooms. Compare findings from NSW classrooms with those from other regions or climate zones to provide context. Highlight the most significant findings, such as the mismatch between ASHRAE standards and students' preferences, more prominently. ​
Discussion: Expand the discussion to include broader implications, such as the impact on sustainable development goals and energy efficiency. Provide actionable recommendations for policymakers, such as revising building codes to include localized thermal comfort standards. Strengthen the discussion by integrating more references from the cited studies to compare and contrast findings.
Conclusion: Summarize actionable insights for policymakers, architects, and educators, emphasizing the need for localized thermal comfort standards and sustainable classroom designs. ​ Suggest areas for future research, such as field studies on students' adaptive responses to thermal conditions and the impact of passive cooling strategies. ​ Make the conclusion more concise and focused on the key takeaways, avoiding repetition of findings already discussed.
These recommendations can help the author refine the study and expand its scope for future research
Thank you for your efforts, and I wish you continued success with your work.
Best wishes,
Author Response
thank you for your thoughtful review.
We have responded to all reviews in one document, please find attached.
Author Response File: Author Response.pdf
Round 2
Reviewer 2 Report
Comments and Suggestions for AuthorsDear Authors,
I would like to thank the author for their detailed and thoughtful responses to the my previous comments. After a careful review of both the manuscript and the author’s responses, I am satisfied that the paper meets the academic standards for publication. Therefore, I recommend acceptance in its current format.
Sincerely,
