This research explores the impact of daylight quality and the visual environment on human performance and visual comfort in classrooms in hot climates, such as Jordan. A multi-method approach was used, including real experiments, simulations, focus groups, and questionnaires. Seven different designs and visual environments were implemented in south-facing classrooms with high window-to-wall ratios (WWR) in recently constructed modern schools in Jordan. These environments were created using various innovative shading systems, allowing real interaction with students and teachers. The main objectives were to introduce new measures of daylight quality and expand the scope of daylight studies in schools by engaging directly with users. The findings highlight the importance of assessing uniformity not only across the entire classroom but also in specific zones relative to the windows. Uniformity analysis extends beyond the horizontal plane to include vertical surfaces such as the front wall, where the whiteboard is located and where the teacher typically stands. Additionally, evaluating the impact of fenestration design on functional performance and analyzing daylight dynamics—especially regarding glare, uniformity, and veiling reflections—is essential.