In northern China

university classrooms are often densely populated

and students have limited means of thermal adaptation during lectures. Considering the significant differences in the thermal environment of the classroom throughout different periods

changing the patterns of classroom utilization is a feasible way to improve students’ thermal comfort during classes and ensure learning efficiency. A university teaching building in Xi'an is considered an example in this study. The indoor and outdoor thermal environment parameters of the teaching building were measured in the autumn semester

and the students’ thermal sensation was investigated. On this basis

a model for optimizing university timetables was developed to minimize students’ thermal discomfort in classrooms. The study results showed: 1) During non-heating seasons

students felt comfortable in all periods

except for the third class period (14:00–15:30)

during which they felt slightly hot. During the heating season

students felt slightly cold in the first class period (8:30–10:00)

slightly hot in the third class period

and comfortable in the second (10:30–12:00) and fourth (16:00–17:30) class periods. 2) Compared to the general schedule

the optimized timetable decreased first period classes by 14 and increased fourth period classes by 13

with minimal changes elsewhere. Adopting this approach

students’ thermal discomfort time during classes in the autumn semester was shortened by 6.16%. 3) The students’ thermal discomfort time reduction rate obtained by timetabling optimization during the non-heating season

heating season are 0.78%

8.91%

respectively. The effect of reducing students’ thermal discomfort is more pronounced during the heating season.