###### Abstract
We concur with the perspective articulated by [PERSON] [25], who states that discussions about learning not only encompass skills, knowledge and abilities, but also extend to behaviours and values, thus inherently involving affective processes. In this regard, [PERSON] [26] clarifies that the phenomenon of learning cannot occur in the absence of emotional involvement. Recognising this fundamental principle, the incorporation of environmental colour, traditionally interpreted in relation to various affective parameters, has been examined in relation to various affective variables, such as stress and anxiety [21; 27] (the physical characteristics of the classroom should not be distracting or stimulating, with wall colour having up to a 10% impact on self-perceived stress), positive emotional response [20] (subdued colours bring better results), calm states [28; 29; 30] (the colour red is inappropriate for these states as well as for academic performance, although cheerful colours from early childhood, especially in classroom artwork, support an appropriate emotional state) and energy [31; 32; 33] (wall colour can even vary human physiological response, where colours such as red or blue can cause cerebral and cardiac arousal). As noted above, it is now also evident that findings in this area do not show uniformity and consistency across studies [12]. In the realm of academic research on coloured lighting, despite its acknowledged limitations, it is pertinent to note that a considerable number of these investigations do consider affective responses as the primary dependent variable in their analyses. In particular, the remarkable research by [PERSON] et al. [5] explores the complex dynamics between approach motivation and the effects of red and blue light, concluding that both blue and red accent light increased strategic approach motivation compared to white accent light, while [PERSON] [4] conducts a comprehensive examination of human psychological arousal and satisfaction levels in relation to the impacts of red, green and blue lighting, finding that red light was less pleasant and more arousing than green and blue light, as measured subjectively, without finding clear psychophysiological effects. In addition, [PERSON] et al. [3] provide valuable empirical data on students' mood, energy levels and overall satisfaction in relation to purple, green and orange-lit scenarios, suggesting that there is a possible relationship between students' increased energy level under green-filtered light and an increase in students' feelings of pleasure under purple-filtered light. Similarly, [PERSON] et al. [34] show that orange light provides a higher energy level and that any coloured lighting studied (green, orange or violet) is more satisfying than white light. The findings articulated in these investigations have considerable relevance to the present research work, having profoundly influenced the formulation of a self-perception survey that reflects the methodologies adopted by these scholars. In addition, it is essential to recognise that compelling results have emerged in fields often perceived as peripheral to education, namely in the medical and astronautical disciplines, in relation to the effects of coloured light on human emotional states. In particular, research in the medical field has shown that exposure to blue light can increase parasympathetic activity, thereby promoting a sense of calmness, while red light has been associated with a reduction in such activity [9]. Similarly, insights from astronautics highlight the advantageous effects of multicolour lighting, which has been shown to mitigate negative emotions and anxiety among individuals inhabiting a simulated environment for seven days [10].