###### Abstract  
Numerous studies have explored the role of colour in classroom environments and its effects on learning, cognition and motivation. However, research on coloured lighting remains limited, with most studies focusing only on correlated colour temperature (CCT). Addressing this gap, our study examines various chromatic lighting conditions that enhance learning outcomes while allowing for dynamic applications in educational settings. Conducted over three academic years in six primary classrooms, this quasi-experimental study employed a pretest and a control group to assess the effects of three chromatic lighting scenarios (orange, green and purple) on cognitive processes, emotional responses and basic instrumental learning. Descriptive, variance and comparative analyses revealed conclusive evidence of coloured lighting's impact, though effects varied across different variables. The study highlights the potential of dynamic lighting approaches to support learning and suggests that AI-assisted lighting adjustments could aid teachers. The findings support the broader implementation of coloured lighting in primary classrooms, advocating for cost-effective, sustainable and adaptive solutions beyond conventional lighting. Such advancements are expected to enhance students' learning, cognition and motivation while providing greater flexibility in educational environments. color  
cognitive processing, emotional health and, as a result, their overall educational experience. In this sense, the study conducted by [PERSON] et al. [1] functions as a systematic review of the existing literature regarding the effects of colour as it is traditionally perceived, which refers to its tangible presence in classrooms, leaving aside the potential ramifications towards coloured light. Through a meticulous and systematic analysis of the role of colour elements in educational contexts, both independently and in conjunction with other environmental variables, the authors conclude their examination by classifying the existing literature derived from a total of 35 academic articles into two main classifications: one that recognises the influence of colour on learners' cognitive processes and another that recognises its effect on emotional and social processes. This classification, together with the inclusion of fundamental instrumental learning (language and mathematical competence), will form the basis of this article, as will be developed in later sections. Similarly, it is crucial to clarify that, while the relationship between CCT and brightness in relation to learning outcomes has been thoroughly examined in the existing literature [2], particularly with respect to its implications for academic performance, attention and concentration levels, as well as students' emotional and motivational states, we find that there is a significant paucity of exclusively educational sources investigating the explicit effects of coloured lighting [2]. It is essential to differentiate between these two distinct parameters--CCT and light colour--each of which has fundamentally different characteristics and is quantified using different units, namely kelvin for the former and nanometres for the latter. Researchers such as [PERSON] et al. [3], [PERSON] [4] and [PERSON] et al. [5] have been at the forefront of this emerging field of educational research on the colour of light as they have been among the few researchers to conduct experimental research on the direct influence of coloured lighting on learning, all three agreeing on its potential to influence learning, although they each approach it from a very different experimental situation and context. This incipient state of learning research contrasts with the breadth of research in other disciplines such as interior design [6], agricultural methodologies [7; 8], medical fields [9] and even aerospace studies [10].