## 5 Conclusions  
After an exhaustive analysis, it can be concluded that the initial research question that was answered with the articulated hypothesis 'the use of chromatic lighting in primary school environments favours the development of pupils' cognitive processes' is confirmed, which is supported by the results and discussion section of this article, mainly in the Section 3.1.4 created expressly for this purpose. As for the second hypothesis, aligned with the second research question and referring to the improvement in the acquisition of instrumental learning and expressly stated as 'the implementation of coloured lighting in primary education classrooms facilitates an improvement in pupils' achievement of basic instrumental learning', it has been corroborated once again, supported in the results and discussion section of this article, mainly in Section 3.2.4 which was created expressly for this purpose. The third hypothesis on pupils' affective processes is also corroborated, articulated as 'the implementation of coloured lighting in primary schools facilitates an improvement in pupils' self-evaluation of affective processes', again supported in the results and discussion section of this article, mainly in Section 3.3.4 which was created expressly for this purpose. The fourth hypothesis, articulated as 'the implementation of \"dynamic colour\" lighting in primary educational environments offers the advantage of the flexibility of coloured lighting to adapt to the requirements of various activities', has been effectively corroborated when examined through a thorough analysis of the data collected, revealing no detrimental effects on the process. It is becoming increasingly clear how the inherent dynamic characteristics of different colours can be exploited to the maximum advantage to facilitate different learning experiences and cognitive/instrumental/affective processes, so that one or the other should be selected depending on the educational activity to be carried out. The last hypothesis that 'artificial intelligence can be a good assistant for making didactic decisions about dynamic lighting' is also confirmed by the data obtained in the experimental sample and mainly by providing the confirmed dynamism of light with a broad theoretical basis that gives us a basis for the confirmation of the hypothesis. This has already been discussed in the previous section and, as we said, although we do not have empirical evidence for the same, as it was not the purpose of the study, its theoretical confirmation has been shown. From the above, practical recommendations are made that allow for a real implementation of the conclusions drawn. In order to improve the cognitive development of students, it is recommended that priority be given to the use of green and violet lighting in classrooms. These lighting conditions have proven to be effective in promoting cognitive processes, while the exclusive use of natural light has shown inferior performance in all dimensions evaluated. In addition, it is essential to use intelligent lighting systems that allow for dynamic adaptation of colours according to the activity and the individual needs of the pupils. The application of coloured lighting in activities that require sustained attention and figurative creativity is essential. This practice has been shown to improve these skills, provided that lighting levels are monitored to maintain an appropriate balance between visual stimulation and eye comfort. Impulse control in students can benefit from the use of violet lighting. Coloured lighting can also improve instrumental learning in writing and mathematical competence activities. In this context, orange lighting could be a viable option to support reading comprehension, although no significant improvement in this area has been observed. Students' emotional well-being and energy can be enhanced through the use of lighting in the orange spectrum.