فهرست نشریات علمی دسترسی آزاد ایران

Improving energy performance in historic buildings has become a critical challenge due to the need to balance environmental sustainability with the conservation of heritage values. Although numerous guidelines and decision-support tools have been developed, many existing approaches rely on qualitative judgments and lack transparent, quantitative procedures for evaluating the impacts of energy optimization interventions. This gap often leads to uncertainty in prioritizing measures and achieving consensus among multidisciplinary stakeholders. The present study aims to develop a structured Impact Assessment Process that enables integrated evaluation of energy consumption optimization interventions in historic buildings while safeguarding heritage significance. The research adopts a qualitative methodology based on comprehensive literature review, content analysis, and logical–analytical reasoning. Drawing upon Environmental Impact Assessment (EIA) principles and Heritage Impact Assessment (HIA) frameworks, a three-stage process is proposed, including baseline condition assessment, identification of intervention strategies, and impact evaluation relative to baseline conditions. The framework integrates five assessment criteria: heritage value conservation, energy performance, CO₂ emission reduction, indoor thermal comfort, and economic efficiency. Findings indicate that applying a structured scoring system and a multi-criteria evaluation approach improves transparency in decision-making and allows systematic comparison of alternative interventions. Furthermore, prioritizing heritage impact assessment at early stages helps eliminate incompatible measures before detailed energy analysis, reducing potential risks to historic fabric. The study concludes that the proposed framework provides a comprehensive and adaptable methodological structure for researchers and practitioners, facilitating more balanced, evidence-based, and sustainable energy retrofit decisions in historic buildings, particularly in contexts where standardized assessment protocols are limited.