Search Results (47)

Systems thinking (ST) is a foundational cognitive skillset to advance sustainability education but has not been well examined for learners prior to higher education. This case study research in rural middle schools in the Midwestern U.S. examines systems thinking outcomes of a place-based energy literacy unit focused on energy-efficient building design. The unit employs the science of energy-efficient, green buildings to illuminate the ways in which energy flows between natural and built environments. The unit emphasized electrical, light, and thermal energy systems and the ways these systems interact to create functional and energy-efficient buildings. This study focuses on three case study classrooms where students across schools (n = 89 students) created systems models as part of pre- and post-unit tests (n = 162 models). The unit tests consisted of student drawings, annotations, and writings, culminating into student-developed systems models. Growth from pre- to post-test was observed in both the identification of system elements and the linkages between elements. System elements included in the models were common classroom features, such as windows, lights, and temperature control, suggesting that rooting the unit in place-based teaching may support ST skills. Full article

Schools are vital infrastructures where students acquire essential skills and foster social values. Indoor air quality (IAQ) is of paramount importance in schools, given that students spend a considerable amount of time indoors. This study examines the influence of a natural green structure (NGS) on IAQ in an Eco-Campus classroom. The IAQ of a classroom with an NGS was compared to that of an adjacent classroom without an NGS. The thermal conditions were monitored, including air temperature (T) and relative humidity (RH), as well as indoor pollutants, including carbon dioxide (CO₂), volatile organic compounds (VOCs), and particulate matter (PM_2.5 and PM₁₀). The findings indicated a substantial improvement in indoor air quality in the classroom where the green structure was installed. This study lends support to the incorporation of biophilic solutions as sustainable approaches to fostering healthier learning environments, which in turn can lead to improvements in student performance and well-being. Full article

Built environment professionals are instrumental in envisioning, implementing and managing the urban realm to ensure that it is health supportive and sustainable. Central to their education is developing a deep understanding and appreciation of this responsibility and opportunity. Despite some progress in the classroom, challenges continue given the long history of siloed and separated disciplines and curricula. The climate emergency, ongoing chronic health conditions, and more recently the global pandemic demand a continued reframing of education away from the tradition of sequential, separated and unlinked faculty and school-based subjects to be transdisciplinary, experiential and authentic. Such principles are embraced by the Planetary Health Educational Framework and One Health. Against this theoretical context, we present our long-term educational practice using the GreenWay in Sydney, Australia, as an outdoor classroom for school and tertiary students. This multi-purpose, complex and nature-based green corridor in the urban heart of an international city facilitates experiential and transdisciplinary learning from a planetary health perspective. Based on the successes and challenges of our teaching, we reflect on the implications for environmental educators to deliver authentic and experiential outdoor education that inspires and empowers the next generation to create health-supportive and sustainable environments. Full article

This study aims to implement the concept of education for sustainable development by 2030, which can be applied in the context of hospitality education in the Asia–Pacific region. Specifically, this study focuses on achieving Sustainable Development Goal 12, which pertains to responsible consumption and production, particularly in relation to food. A case study was conducted using a learner-centered approach, wherein students, as active agents, can solve problems using professional skills such as cooking, baking, and beverage preparation. Through participant observations, students learn about sustainability, starting from natural farming and extending to banquet planning and entrepreneurship simulation in a green restaurant. The program was designed as a farm-to-table process for sustainability learning. A conceptual framework of a hospitality–health supply chain was constructed to understand how the program supports the goal of education for sustainable development for 2030—societal transformation. The study has several important implications. Students are trained to be responsible producers in a green dining setting, starting from practical classroom experiences in the kitchen of a green restaurant, which will enhance their becoming the critical human resources in the hospitality industry. This program offers a successful vocational education opportunity, teaching students how to responsibly run an enterprise with low-carbon products and services. Full article

Sustainable development in educational environments requires a holistic approach to architectural design, balancing multiple environmental functions to optimize student well-being and energy efficiency. According to architectural standards, rectangular classrooms typically have a shallow proportion, meaning the external facade is longer than the internal sides. While this design ensures adequate natural lighting, essential for classroom visual functions, it may not fully align with the sustainability goals in regions with diverse environmental characteristics. This diversity can lead to shortcomings in other aspects of human comfort or environmental performance, as optimizing one function may negatively impact others, while the environmental efficiency of architectural spaces should not be judged solely on a single comfort criterion. A holistic study should evaluate common architectural shapes and proportions to ensure they align with the Green Architectural principles for specific locations. This manuscript compares eight rectangular classrooms with different external-to-internal wall proportions and window-to-wall ratios (WWR) to determine their suitability for Taif City, KSA schools. The case studies include variations in window sizes (10.5 m² and 14 m²) and orientations (North and South), providing a comprehensive evaluation of their impact on human comfort. Simulation results reveal that the common classroom proportion did not yield the highest green credits, suggesting it may not be optimal for all regions, including Taif City. The findings emphasize the need to reconsider standard classroom dimensions to better align with local environmental conditions and Green Architecture principles, contributing to the broader goals of sustainability and sustainable development in educational infrastructure. Full article

Numerous studies have explored the role of colour in classroom environments and its effects on learning, cognition and motivation. However, research on coloured lighting remains limited, with most studies focusing only on correlated colour temperature (CCT). Addressing this gap, our study examines various chromatic lighting conditions that enhance learning outcomes while allowing for dynamic applications in educational settings. Conducted over three academic years in six primary classrooms, this quasi-experimental study employed a pretest and a control group to assess the effects of three chromatic lighting scenarios (orange, green and purple) on cognitive processes, emotional responses and basic instrumental learning. Descriptive, variance and comparative analyses revealed conclusive evidence of coloured lighting’s impact, though effects varied across different variables. The study highlights the potential of dynamic lighting approaches to support learning and suggests that AI-assisted lighting adjustments could aid teachers. The findings support the broader implementation of coloured lighting in primary classrooms, advocating for cost-effective, sustainable and adaptive solutions beyond conventional lighting. Such advancements are expected to enhance students’ learning, cognition and motivation while providing greater flexibility in educational environments. Full article

This study explores how the environmental conditions of sustainable classrooms influence the concentration and academic performance of students in university environments, integrating the use of sustainable design strategies. Within the framework of education for sustainability, the importance of sustainable urban spaces, buildings, interiors, and green infrastructure products in communicating and promoting scientific and environmental knowledge is recognized. Using a systematic mapping methodology, the research examines how real-time monitoring of environmental variables such as air quality, humidity, temperature, CO₂, particulate matter, and lighting, through the Internet of Things (IoT), can enhance learning. The study focuses on examining the impact of environmental factors on students’ academic performance, as well as exploring how sustainable educational spaces can promote greater awareness and favorable attitudes towards the environment. Based on an analysis of 454 articles and success stories on green educational infrastructure projects, the results reveal a significant correlation between optimal environmental conditions such as good ventilation and temperature control and increased student concentration and performance. This study also highlights the role of educational interventions, both formal and informal, that integrate sustainably built environments to reinforce occupants’ environmental engagement. The conclusion is clear: improving classroom environmental conditions, especially in terms of ventilation and temperature control, not only optimizes learning, but also acts as a powerful environmental education tool, fostering education for sustainable development and strengthening ecological attitudes among students. Full article

Students often experience high levels of daily academic pressure, spending extended periods within indoor classroom environments. Windows, as a medium of proximity to nature, play an important role in relieving stress. However, the broader implications of the Window Green View Index (WGVI) on individual well-being remain underexplored. This study aims to assess the effects of WGVI on stress recovery in college students by utilizing virtual reality technology to create five classroom environments with varying WGVI levels: 0%, 25%, 50%, 75%, and 100%. Twenty-four participants were subjected to the Trier Social Stress Test before engaging with the different WGVI scenarios for stress recovery. Both subjective assessments and objective physiological indicators were evaluated. Results indicated that participants exhibited the lowest Profile of Mood States (POMS) score (−4.50) and significantly improved systolic blood pressure recovery at a 25% WGVI level. The examination of EEG data revealed that the O2 channel in the occipital region exhibited the highest level of activity in the alpha frequency range during the experiment. Additionally, a significant association was observed between the EEG measurements and the subjective rating of stress. This study underscores the significance of incorporating WGVI into the design and planning of college buildings to promote mental health and well-being among students. Full article

Specialized botanical gardens such as a rose garden, or rosarium, play a significant role due to their multifunctional nature surpassing simple gene bank assembly. Thus, this study conducted a detailed analysis of a rose garden through field and desk research, SWOT analysis, and ecosystem services assessment, aiming to determine the major strengths and opportunities, as well as weaknesses and threats that can promote or constrain the establishment of the first national rosarium in Serbia. After the analysis, the need for complete green area reconstruction arose to achieve both attractiveness and usefulness. Featuring old varieties, wild species, and companies’ own specific rose collections, the proposed garden has the potential to contribute major ecosystem services reflected in environmental, societal, and economic purposes. Owing to the uniqueness of the breeding program and collections created in the past decade, specific thematic parts—open field or greenhouse classroom, ‘roses under the glass bell’, abundant river flow, pollinators’ shelter, taste garden, and scent garden—are envisaged in the future exemplary rosarium that would not be only a classroom but a showroom for interested nurseries, small-scale functional food producers, flower shops, or amateur gardeners that would become aware of new cultivars and expand their marketing and utilization. Full article

Successful urban school design includes green space to counterpoint the built form in cities, where parks and reserves are well frequented. Further integration of landscape and buildings is an aspect of urban development that could improve how architecture is experienced by the wider community. Above all, evidence shows that it enhances the health and wellbeing of inhabitants. By providing green space in buildings, nature can be accessed more directly by its occupants and allow connection with nature to occur more easily. Integrating nature with architecture can improve a building’s self-regulation, energy consumption, and overall performance. Architecture that integrates nature can have a distinctive appearance and character. The co-existence of bricks and mortar with plants and vegetation is one example of integration, whereas the use of natural materials such as timber as part of the building fabric can create distinctive architecture. It is this individuality that can provide a sense of identity to local communities. Access to the outdoors in urban settings is a critical requirement for successful urban school design. This paper focuses on the architectural practise of designing biophilic schools and illustrates how optimising playground opportunities can provide the highly sought-after connection between architecture and nature. Connecting classrooms and pedagogy to the outside environment during the design phases of projects can create unique responses to a place, enhancing the learning experience in environments where architecture and nature can be informed by emerging biophilic evidence. This study strives to develop a strategy where educational clients can be convinced to actively embrace a biophilic school approach. It also seeks to convince architects to adopt a biophilic approach to school design across design studios using the emerging evidence based on biophilia and biomimicry. Full article

This study examines how different primary school campus layouts impact the wind environment and classroom ventilation in Xi’an, using simulations for winter and summer conditions. It evaluates four typical floorplans to find the best for outdoor wind quality and classroom ventilation. During winter, the outdoor wind speed at a height of 1.5 m remains below 5 m/s, adhering to the Green Building Evaluation Standard (GB/T50378-2019). Notably, Scenario 1 achieves higher wind speeds due to the canyon effect between buildings, facilitating effective air renewal. The wind speed amplification factors in all scenarios are within the permissible limit of 2, while Scenario 1 demonstrates superior outdoor wind performance. Wind pressure differences on building surfaces remain within the 5 Pa limit, with Scenario 3 exhibiting the lowest difference of 0.74 Pa, contributing to energy-efficient heating. In summer, Scenario 1 uniquely avoids vortex areas and windless zones, ensuring efficient airflow across the campus. Its open floor planning prevents the formation of stagnant air zones, in contrast to Scenarios 2, 3, and 4, which create enclosed or semi-enclosed spaces promoting vortex formation and windless areas. These findings underscore the benefits of Scenario 1’s design in optimizing both winter and summer wind environments for energy efficiency and occupant comfort. This study recommends including adequately sized spaces in zigzag, branched, or enclosed floor plans to provide airflow and prevent high wind speeds. These results are crucial for shaping upcoming architectural plans to improve the environmental quality of school grounds, leading to improved health and comfort for students and teachers. Full article

Educational institutions in Poland often struggle with various problems, such as the lack of an adequate number of rooms or the poor technical condition of buildings. This is due to many factors, such as the age of the buildings, demographic trends, migration, political, social, historical, and cultural conditions and, above all, financial conditions. In order to address these problems, the Krakow University of Technology undertook the implementation of the “Green Classroom” scientific project as part of the “Science for Society” programme of the Ministry of Education and Science. The Green Classroom is a mobile, free-standing educational facility consisting of a geometric arrangement of four basic modules. Integrating this type of facility into existing infrastructure, especially in urban areas, requires the availability of suitable land, taking into account hydro-meteorological and wastewater conditions. This study presents a method using geographic information system (GIS) tools to select school areas where it is possible to locate “Green Classrooms”, taking into account sustainable land retention. Based on typical rainfall for the city of Krakow, stormwater runoff was calculated taking into account the adopted “Green Classroom” module. An additional sealed surface (a “Green Classroom” system) increases the rainwater runoff by approximately 1 m³. In order to balance the rainwater runoff, it is recommended to install a rainwater collection tank with a capacity of 1 m³ next to the “Green Classroom” module. In order to relieve the storm sewer system, especially in highly sealed urban areas, it is recommended to use aboveground or underground stormwater tanks. The size of the tanks should depend on the impervious surfaces and their number on the site conditions. Nomograms for the city of Krakow have been developed to estimate the size of tanks. Full article

Biophilia is the theory that humans are innately connected to nature. As a basis for forming built space, biophilic design has been proven to reduce stress, improve cognition and enhance mood—it makes us happier. In the last 20 years, research in learning spaces has shown an association between biophilic design and student mood, calmness and improved standardized test scores. In 2019, a group of architects, scientists and educators led an experiment involving 6th-grade Math students at the Green Street Academy, which found that student stress was significantly reduced and learning significantly improved in a classroom enriched with biophilic strategies. The architects applied these strategies to the design of Bethel Hanberry Elementary School, and after a year of occupancy, an independent assessment found positive perceptions of the biophilic design, fewer behavior referrals, better teacher retention, lower absenteeism and improved test scores. In both a controlled research experiment and real-world application, the design of learning space, using biophilic strategies, has a significant impact. Full article

Green roofs cool cities, clean the air, provide habitat, and manage stormwater. They are compelling tools to teach interconnected human-ecological systems. This study included the design, pilot, and evaluation of a fourth-grade science unit entitled “Raising the Green Roof”, exploring these connections. Five classrooms in two Midwestern U.S. public elementary schools participated, and 4th-grade students (n = 73) drew systems models at three time points (212 models) and wrote their ideas. Qualitative content analyses of the models showed that learners were increasingly combining social systems (green roof infrastructure) with ecological systems (water cycle) across the unit. Students also increasingly evidenced specific knowledge as they progressed through the unit. The analysis of student models revealed that most student confusion is related to built environment aspects (e.g., how water moves from building roofs to municipal waterways). Results of the study suggest the potential for teaching socio-hydrologic systems thinking at the fourth-grade level. The findings emphasize the need to enhance built environment education for youth in science units that aspire to connect features of the built environment, such as green roofs, with ecology. The study additionally reinforced the effectiveness of place-based units in elementary education that emphasize science practices. Full article

This article aims to demonstrate the technical capabilities and effectiveness of an energy production and management system for school facilities using a modular solution. The system is assumed to generate electricity from renewable sources, such as wind or sun. The potential of renewable energy sources in Cracow, Poland, was assessed, with a focus on solar energy (photovoltaic panels, PV). Taking into account the installation of heating and other equipment, an analysis of the facility’s electricity demand was carried out. The study recommended the use of a heat pump system to heat and cool the facility. Renewable energy sources will meet 81% of the facility’s projected annual demand, according to the study. An analysis of the energy consumption and production profiles shows that almost 69% of the energy produced by the PV panels is consumed on site. Of the remaining energy, 31% is fed back into the grid and sold to the grid operator or used by other facilities within the shared settlement. The overall balance results in a small electricity deficit that must be covered by the grid. If suitable sites are available, the facilities under study could consider installing a wind turbine as a potential supplement to the energy deficit. Full article