The rapid expansion of the private education sector in India, particularly in the post-1991 era, has
created a plethora of investment opportunities. One notable segment within this sector is the coaching
industry, which has witnessed remarkable growth, transforming from small-scale individual tuition
centers to large-scale coaching companies. The proliferation of private tutoring centers across the
country, even in smaller cities, has sparked a significant debate about their role and impact on the
formal education system. The present paper attempts to delve deeper into the study of retrofitting
commercial space into a learning center. To meet the increased demand for coaching institutes in
India, commercial spaces have had to be converted quickly. This study explores the challenges of
retrofitting these areas to emphasize the safety of students and staff, promote ideal learning settings,
and guarantee the coaching centers’ financial viability. The goal of the study is to create a thorough
framework for design interventions by looking at the unique operational, technical, and spatial needs
of coaching institutes. The study process includes a thorough examination of the business premises,
coaching centers that are currently in operation, and pertinent safety laws. The study finds critical
design methods that support increased productivity and well-being, including space layout,
ventilation, emergency exit systems, and ergonomic concerns, through case studies and data-driven
analysis. The outcomes of this study should give architects, interior designers, and legislators
important new perspectives on how to construct secure, effective, and comfortable learning
environments inside commercial buildings. In conclusion, our study helps to create a comprehensive
strategy for converting commercial spaces into highly effective coaching facilities in India.

Retrofitting, coaching institutes, commercial spaces, safety, learning environments, design measures, operational requirements, technical requirements, spatial requirements, ergonomics, ventilation, emergency exit systems, productivity, well-being.

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1. Sharma J, Mehra A, Ganaie AA. Coaching as business: Exploring its growth in India. Int J Sustain Soc. 2022;14(2):292–309. doi: 10.1504/IJSSOC.2022.10044847.
2. Abazi-Bexheti LK. Research on VR/AR integration in education. International Convention on Information, Communication and Electronic Technology (MIPRO). 2022;563–567. doi: 10.23919/MIPRO55190.2022.9803398.
3. Datta MS. The impact of colour. Humanities Graduate Research. 2008.
4. Fielding R. Learning, lighting and color: Lighting Design for Schools and Universities in the 21st Century. DesignShare (NJ1). 2006.
5. Gibson K. A reflective journey in teaching interior design: The Virtual Studio. In: The Handbook of Interior Design. 2015;524–537.
6. Hudson G, Miller GG, Seikel K. Regulations, policies, and guidelines addressing environmental exposures in early learning environments. A review. J Environ Health. 2014;76(7):24–35.
7. Zhao P, Henze GP, Plamp S, Cushing VJ. Evaluation of commercial building HVAC systems as frequency regulation providers. Energy Build. 2013;67;225–235. doi: 10.1016/j.enbuild.2013.08.031.
8. Phalkey J, Chattapadhyay S. The Aakash tablet and technological imaginaries of mass education in contemporary India. Hist Technol. 2005;31(4):1–30. doi: 10.1080/07341512.2015.1136142.
9. Saluja A. Education for social justice: A critique of national education policies of India. PFIE. 2022;21(43):136–144. doi: 10.1177/14782103221089474.
10. Sharma JM. Coaching as business: Exploring its growth in India. International Journal of Sustainable Society, 2022;14(4):292–309. doi: 10.1504/IJSSOC.2022.10044847.

The rapid expansion of the private education sector in India, particularly in the post-1991 era, has
created a plethora of investment opportunities. One notable segment within this sector is the coaching
industry, which has witnessed remarkable growth, transforming from small-scale individual tuition
centers to large-scale coaching companies. The proliferation of private tutoring centers across the
country, even in smaller cities, has sparked a significant debate about their role and impact on the
formal education system. The present paper attempts to delve deeper into the study of retrofitting
commercial space into a learning center. To meet the increased demand for coaching institutes in
India, commercial spaces have had to be converted quickly. This study explores the challenges of
retrofitting these areas to emphasize the safety of students and staff, promote ideal learning settings,
and guarantee the coaching centers’ financial viability. The goal of the study is to create a thorough
framework for design interventions by looking at the unique operational, technical, and spatial needs
of coaching institutes. The study process includes a thorough examination of the business premises,
coaching centers that are currently in operation, and pertinent safety laws. The study finds critical
design methods that support increased productivity and well-being, including space layout,
ventilation, emergency exit systems, and ergonomic concerns, through case studies and data-driven
analysis. The outcomes of this study should give architects, interior designers, and legislators
important new perspectives on how to construct secure, effective, and comfortable learning
environments inside commercial buildings. In conclusion, our study helps to create a comprehensive
strategy for converting commercial spaces into highly effective coaching facilities in India.

Retrofitting, coaching institutes, commercial spaces, safety, learning environments, design measures, operational requirements, technical requirements, spatial requirements, ergonomics, ventilation, emergency exit systems, productivity, well-being.

🔒 This is a subscription article

Full text is available to subscribers and institutional members. Please choose an option below to access it.

1. Sharma J, Mehra A, Ganaie AA. Coaching as business: Exploring its growth in India. Int J Sustain Soc. 2022;14(2):292–309. doi: 10.1504/IJSSOC.2022.10044847.
2. Abazi-Bexheti LK. Research on VR/AR integration in education. International Convention on Information, Communication and Electronic Technology (MIPRO). 2022;563–567. doi: 10.23919/MIPRO55190.2022.9803398.
3. Datta MS. The impact of colour. Humanities Graduate Research. 2008.
4. Fielding R. Learning, lighting and color: Lighting Design for Schools and Universities in the 21st Century. DesignShare (NJ1). 2006.
5. Gibson K. A reflective journey in teaching interior design: The Virtual Studio. In: The Handbook of Interior Design. 2015;524–537.
6. Hudson G, Miller GG, Seikel K. Regulations, policies, and guidelines addressing environmental exposures in early learning environments. A review. J Environ Health. 2014;76(7):24–35.
7. Zhao P, Henze GP, Plamp S, Cushing VJ. Evaluation of commercial building HVAC systems as frequency regulation providers. Energy Build. 2013;67;225–235. doi: 10.1016/j.enbuild.2013.08.031.
8. Phalkey J, Chattapadhyay S. The Aakash tablet and technological imaginaries of mass education in contemporary India. Hist Technol. 2005;31(4):1–30. doi: 10.1080/07341512.2015.1136142.
9. Saluja A. Education for social justice: A critique of national education policies of India. PFIE. 2022;21(43):136–144. doi: 10.1177/14782103221089474.
10. Sharma JM. Coaching as business: Exploring its growth in India. International Journal of Sustainable Society, 2022;14(4):292–309. doi: 10.1504/IJSSOC.2022.10044847.