*3.4. Group Debate*

In session 2, the facilitator asked the creators to explain what they had drawn in order to better understand what they wanted to show, after other students expressed their opinions about those drawings. We conducted a thorough content analysis of conversation transcripts and other meaningful information collected, encompassing the researchers' notes, interviews and children's drawings. Table 1 describes the main themes identified.

Question "What do you see here?". The most repeated response was the entry of sun through the window. They also said that people, lights, walls and digital equipment were hot.

Question "What is really happening here?". It is very hot in the class, there are many students inside the class, the air does not move inside the class, the windows are broken and some reported bad odor and humidity.

Question "How does it relates to our lives?". It is mandatory to study until the age of 16 in person, though in spring and summer, the temperatures are very high so it is more difficult to study, with some even saying that their parents force them to go to school when they do not want to.

Question "Why does this concern exist?". They believe the problem is that they do not put air conditioning on when the temperatures are very high in Seville in summer. Therefore, each year they pass, there is more heat and the heat is more durable, with some suggesting that this is due to climate change.

Question "How can we become empowered through our new understanding?". They think that to become empowered you have to put air conditioning on in all classrooms, allow them to drink water in class and adapt their clothes. They also think that if they create problems, do not go to class on hotter days and complain to the authorities, someone will listen to them and solve the problem. Further, they think that if someone measures the temperatures throughout the day it will be seen that they are not suitable for teaching.

In session 4, it was proposed to think about possible solutions to improve thermal comfort. The windows were proposed to be changed, using improvements such as corbels, sunshades or curtains. Larger trees could be planted in the playground to provide shade and a cooler environment. It was also necessary to include some element that moved the air, or open the windows when there were windy conditions outside to obtain ventilation.


**Table 1.** Frequency of Words in the Group Debate.

Many students said that it was important the kind of clothes they wore, although sometimes this measure was insufficient to achieve well-being conditions indoors. Other measures were to turn off the lights, install fans or hand-fans, drink water or even change the hairstyle.

In addition, students performed claims such as "overheating due to excessive solar radiation through the windows" or that "with such heat cannot think", even that "they get very distracted during the day to try to find solutions to have less heat".

Having to engineer "homemade" mechanisms to acclimatize or seek comfort often resulted in wasted time, according to the testimonies of the participants, such as using the notebooks as fans, or they got wet in the playground so as not to pass heat when they entered the classroom.

Some of them even thought that small actions such as painting the classrooms white or better thinking about the hours in which the different subjects are carried out can help to improve comfort in the classroom.
