This study aims to perform a comparative analysis of national educational facility design guidelines against international standards from the perspective of environmental psychology to determine the extent of overlap between physical design indicators and the cognitive and educational needs of learners. This research employs a mixed-methods approach based on directed content analysis and the quantification of overlaps. The study analyzes six national documents (including Planning and Budget Organization Codes No. 697, 232, 343, 847, the Fundamental Transformation Document, and the Sub-system of Space and Technology) against four international standards (LEED, WELL, OECD LEEP, and DfE BB103). Over 350 design clauses and propositions were subjected to qualitative-quantitative coding. The degree of overlap was calculated based on the frequency of shared codes between environmental psychology clusters and design clauses, subsequently converted into relative coverage percentages. The coding framework encompasses five clusters: Social Interaction, Safety and Control, Nature and Well-being, Legibility, and Cognitive Load. The results indicate that the average overlap between national guidelines and global criteria is approximately 40%. The ‘Safety’ cluster exhibits the highest coverage (70%), while the ‘Cognitive Load’ cluster shows the lowest (25%), suggesting a dominance of the “physical-control” approach over the “perceptual-interactive” approach in national standards.Based on these findings, policy recommendations are proposed at three levels: strategic revision of national guidelines, design focused on perceptual qualities and sense of belonging, and the implementation of flexible educational space management. The innovation of this research lies in its systematic comparative analysis of national design standards against authoritative global benchmarks, translating theoretical environmental psychology concepts into measurable indicators for educational policymaking.