Designing Biophilic Classrooms: Enhancing Learning and Well-being through Connection to Nature
BION is a biophilic classroom that simulates nature and connects students directly with it, fostering effective and integrated learning. It provides a biophilic learning environment that positively impacts academic outcomes by allowing students to interact and feel part of the natural environment. The concept of biophilic education is used, providing a natural, comfortable and inclusive environment that promotes quality pedagogical construction and meets student's educational needs and goals.
Local
Portugal
Covilhã Municipality.
Mainly urban
It refers to other types of transformations (soft investment)
No
No
Yes
As a representative of an organization, in partnership with other organisations
Name of the organisation(s): Agrupamento de Escolas Frei Heitor Pinto Type of organisation: Other public institution First name of representative: Mónica Last name of representative: Ramôa Gender: Female Nationality: Portugal Function: Biology secondary school teacher Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Avenida 25 de Abril s/n Town: Covilhã Postal code: 6201-008 Country: Portugal Direct Tel:+351 965 103 989 E-mail:monicaramoa@aefhp.pt Website:http://www.aefhp.pt
Name of the organisation(s): ASTA - Asssociação de Teatro e Outras Artes Type of organisation: For-profit company First name of representative: Sérgio Last name of representative: Novo Gender: Male Nationality: Portugal Function: Theatre actor Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Rua António Augusto Aguiar, nº 29, 2º Andar Town: Covilhã Postal code: 6200-050 Country: Portugal Direct Tel:+351 275 081 775 E-mail:astateatro@gmail.com Website:https://aasta.info/
Name of the organisation(s): Formas Efémeras, Unipessoal, Lda. Type of organisation: For-profit company First name of representative: Elisabet Last name of representative: Carceller Gender: Female Nationality: Spain Function: Businesswoman Address (country of permanent residence for individuals or address of the organisation)<br/>Street and number: Rua Alexandre Herculano, nº 21 Town: Covilhã Postal code: 6200-042 Country: Portugal Direct Tel:+351 914 441 723 E-mail:formasefemeras@gmail.com Website:https://www.facebook.com/formasefemeras/?locale=pt_PT
Children and young people are cut off from nature, spending all their time in enclosed spaces without any relationship with nature. Classrooms are also turned their backs on nature. The Frei Heitor Pinto Group of Schools (AEFHP) need to improve in the external assessment of their region and the national results. The AEFHP schools, mainly the Frei Heitor Pinto Secondary School (ESFHP), have been experimenting with solutions to combat the discrepancies between the pedagogical effort of teachers and students and the effectiveness of learning. Placing the classroom in nature, or building on it, would be a way of combating school failure, enhancing quality learning and promoting meaningful education for all students. Several studies show that when knowledge is built in a natural environment, its effectiveness is greater, and so is its conceptual depth. Hence the concept of the biophilic classroom - the BION. Pupils and teachers of any subject could use a room with nature as an aggregating element to construct more profound and significant learning. The BION will be assembled in a noble place of the ESFHP and will directly connect to the outdoor area where a Pocket Forest is already being developed for biophilic learning. The BION will be equipped with digital/computer equipment for inclusive learning and use materials based on nature. The aesthetic solutions will be designed by "Formas Efémeras" after community discussion, ensuring an excellent experience in the BION. Making the BION concrete will be advantageous in students' learning but will also have a transformative effect on educational methodologies as it puts nature at the center of pedagogical activity. It could be an embryo of biophilic pedagogy and a vehicle for a more sustainable, aesthetically better and inclusive society.
Biophilic education
Biophilic learning
Inclusion
Aesthetics in the school environment
Transformation
The BION will be set up in the entrance hall of the Frei Heitor Pinto Secondary School. In terms of energy, it will be air-conditioned the same way as the rest of the school, with air conditioning powered by photovoltaic solar panels installed in the school building. It will have an indoor LED display with Bluetooth-connected speaker systems that will allow all students (including those with sight and hearing problems) to have contact with the sensations of nature. The artificial lighting will be provided with efficient and ecological low-consumption light bulbs. As this is a biophilic project, natural light has a constant presence, as one of the walls is completely glazed and with access to the outside space where a Pocket forest is planted, which, in turn, has an influence on the regulation of temperature and humidity, reducing energy consumption. As the Pocket forest is made up of native plants and the trees are deciduous during the winter, the entry of natural light is not compromised.
The materials used in the wall cladding will be natural, renewable, and of colours that mimic nature. The aim is to bring spirit into the BION. And the BION itself is inside nature, surrounded by it and with direct pedestrian access.
The BION could be exemplary in terms of sustainability, as it is based on low energy consumption, uses ecologically renewable materials and does not require significant changes to the building. It reuses pre-existing space, giving it new functionality. It could be an excellent solution for many schools to replicate.
Nature promotes well-being, and natural settings are among the most attractive spaces for people, particularly students. These spaces can create positive emotional experiences that enhance learning and foster creativity. By placing nature at the center of the built environment in the classroom, we can also awaken positive emotions that can be used for education. The BION building will feature a "Pocket forest" as one of its facades, with aesthetics firmly rooted in nature. Our partners, Formas Efémeras, will develop a biophilic design project, with a focus on the use of colors such as green, yellow, blue, and brown. The design will include elements that simulate nature, such as an artificial green wall, images on the ceiling of trees and sky, an audio system with nature sound effects, and a table water fountain. Natural plants of medium size, easy to maintain, will be placed in the classroom and taken care of by the students, promoting a sense of belonging and community. The floor will feature a thick carpet simulating a bryophyta carpet, to improve thermal comfort and to encourage the use of the room without shoes. Furniture will be versatile, comfortable, and built with natural materials, with organic lines, offering different options for seating, such as chairs, poufs, and cushioned benches. The lighting will be LED, with a regulated light temperature that simulates the different shades of light found in nature, dependent on the time of day and year. In this way, we aim to recreate an environment that promotes the stabilization of the nervous system, relieving anxiety, depression, and exhaustion, as well as promoting productivity, concentration, autonomy, and compassion. These are all crucial issues for the development of children and young people. The BION building could be an example of biophilic aesthetics, as its main focus is nature, and it could easily be replicated. There are no classrooms like this in Portugal.
Nature is, par excellence, inclusive. BION will be designed so students with different abilities and skills can use it. It will have adapted physical access. It will have the computer equipment to enable all pupils to enjoy the positive emotions the space will promote. It will be adaptable to various contexts and abilities. It will be possible to have a practical maths lesson or a session with the school theatre club. Simple and intuitive to use, just as nature and life are intuitive. Experiences that can be lived in BION will be responsive to the needs of those who use it, whether international students, blind, deaf, gifted or any other circumstance that makes them different. This is because design and equipment will be chosen to be perceived by all. Whole concept of BION is biophilic, i.e. in favour of safety and minimising risks that may arise from its use. Curved line, as in nature, will be the privileged one. Service of the BION will be efficient and comfortable, as the biophilic design is supposed to promote. Fatigue will be minimised since it will be an environment that encourages concentration and deepening knowledge in carrying out more complex tasks. Dimensions will be generous to allow the use of the space in different learning contexts, class sizes, and the existence of students with wheelchairs, among others. Furniture is entirely adaptable and mobile. The access to the outdoor space will be of adapted use (whole school is adapted to reduced mobility). BION has dynamic design, i.e., it will reproduce different natural environments and promote different experiences depending on the use, the learning objectives or the emotions the teachers want to awaken/develop in the students. BION will itself be a promoter of diversity and inclusion.
BION is exemplary in terms of inclusion, as its main inspiration and concern will be nature and that everyone can fully enjoy its benefits. There are no classrooms in the region designed and conceived in this way.
Educational community will be called upon to make choices in the definition and implementation of BION. From the town council to the parents, everyone has been, is and will be called upon to intervene. But the most important intervention is that of the pupils. They intend to become actively involved in this collective construction to understand what is to be done and then respect and enjoy this learning space most positively. This requires involvement and action. In this way, our partners, ASTA, will use intervention dynamics through "Forum Theatre". In the Forum Theatre, a play is constructed in which a situation of reality marked by power relations and oppression is dramatised. The aim is to represent concrete actions in social life, to produce changes and transformations.
Short debate with the audience begins after the presentation of the play, encouraging participation and allowing the "spectators" to exchange places with the "oppressed actor" to represent new ways of solving the situations described - thus having a space for experimentation with their ideas—a form of deepening reality in a more playful way. The debate and theatrical representation of new strategies for resolving the oppressive situation will be moments of sharing, dialogue, socialisation, learning and development of important skills in education and social intervention. Parents will be called to present BION draft & collect suggestions in assembly. The same will be done with teachers, psychologists, therapists, technicians, and school staff.
Such an approach will be unprecedented in our School and Portuguese schools. This kind of involvement and commitment with civil society regarding decisions about education and educational spaces has never been done before. It would be innovative and transformative for those who participated, as it would develop a sense of belonging and integration of new cultural, social and environmental values. Easily replicable in other schools.
For engaging different stakeholders in the design and implementation of a biophilic classroom (BION):
Local: Involve the school community, including students, parents, and teachers, in the design process by holding workshops, focus groups, and surveys to gather input and feedback. This will be done through school councils, PTA meetings, BioHeitor – School magazine for dissemination of students of biology in last year of secondary school, and other forms of communication.
Regional: Partner with local organizations, such as conservation groups and park services – UNESCO Global Estrela Geopark, to provide resources and expertise for the design and implementation of the BION.
National: Collaborate with national organizations, such as the Ministry of Education or the National Science Foundation, to access funding and resources for the project.
European: Engage with other European countries and organizations to share best practices and learn from their experiences with biophilic education.
Public Participation: Encourage the participation of the local community and other stakeholders in the design, implementation and monitoring of the BION. This could be done through town hall meetings, open houses, and other public engagement activities
Include the participation of experts in fields of architecture, urban design, environmental psychology, and education.
Use social media and online platforms to disseminate information about the project and gather feedback from a wider audience.
Partner with businesses and corporations to provide funding and resources for the project.
Effective stakeholder engagement is a two-way process, where stakeholders are actively involved in decision-making, and their contributions are taken into account throughout the project's lifecycle.
The BION project is a biophilic classroom concept that is multidisciplinary in nature. Pedagogy plays a crucial role in the design and implementation of the BION, particularly in the application of biophilic theory to teaching practices. The project aims to use active learning methodologies that encourage the adoption of meaningful learning strategies. Differentiated and adjusted approaches will be used based on the learning objectives and the characteristics of the group and students, with a focus on adaptability and guidance by natural processes. The BION project will leverage various methodologies such as design thinking, gamification, maker culture, interrogative method (IBL), storytelling, hybrid education, problem-based learning (PBL), and project-based learning (PBL). The physical design and architecture of the BION is inspired by nature and will be implemented by our partner Ephemeral Forms. The scenic art, handled by our partner ASTA, contributes to the methodology of community participation, discussion, and commitment in the design and implementation of the BION. The project will involve the community and take into consideration their needs, with a focus on building a biophilic future. Biology is the underlying foundation of the project, and while it is not limited to a biology room, it will be based on scientific knowledge in biology, expanding into other areas. Computer science will also play a role in enhancing the objectives of the BION by providing the necessary equipment and digital training for teachers, allowing for an inclusive and biophilic pedagogical approach that brings nature into the pedagogical space. The preliminary idea for the BION was presented to each partner, with their specific contributions being specified. Joint sessions were then held to harmonize ideas and solutions towards implementation. The result is the BION project that we hope to see come to fruition.
The innovative character of the biophilic classroom project, also known as BION, is that it provides students with a unique learning environment that simulates nature while also being in direct connection with it. This approach allows students to build knowledge in a more effective and integrated way, and promotes a sense of inclusion and comfort. Additionally, the project incorporates the concept of biophilic education, which puts nature at the center of the learning experience and aims to meet the individual educational needs and objectives of each student. Overall, the innovative aspect of the project is the integration of nature into the classroom setting in order to enhance the learning experience and promote positive academic outcomes.
The biophilic approach in education is still a novelty. There have yet to be any known pedagogical projects in Portuguese schools inspired by biophilia. The BION would therefore be the first biophilic classroom. On the other hand, the whole process that led to the conception and design of the BION is innovative in the school environment. In primary and secondary schools, this community involvement in decision-making/options for the space and its functionality is not used. It is also innovative in the methodologies used to achieve the objectives. The BION results from the knowledge that it is possible to provide a space with the conditions for learning to be more effective and profound, and this is an excellent innovation in schools. Classrooms, in most cases, are not places. All the same, standardised. The BION is a place of learning full of singularities, unique because it is designed by and for that student community. It draws inspiration from nature, summons it into the room, and brings learning into the natural space. It is inclusive because it is equipped, from an IT point of view, so that everyone can enjoy nature, which is an innovation in the classroom.
The BION concept can be transferred to schools anywhere else. As it is biophilic, it will always have to consider the nature of the place and be built with that inspiration. But the concept is transferable and replicable. However, it will always be a specific and unique place, never a non-place, as it will have to be biophysically in connection with the nature of the site. It can be replicated in schools and areas where people are under tremendous pressure, such as hospital waiting rooms, courts, etc. The whole methodology is transferable to other authors and contexts. The participation of the community, as recommended in the BION, can be replicated in any context, albeit with small changes that result from the characteristics of the community itself. In learning, the main point is that nature should always be at the center of our pedagogical options. This premise is perfectly replicable in any educational or socio-educational context. The BION cannot be 'cloned', given its biophilic nature, but its concept is perfectly replicable and transferable.
Methods:
- Research and analysis of existing biophilic classrooms, including a review of literature on the benefits of biophilia in educational settings.
- Design and implementation of a biophilic classroom, incorporating elements such as natural light, plants, natural materials, and views of nature, building these solutions with students and the rest of the school community.
- Evaluation of the impact of the BION on student learning, well-being, and engagement through a combination of quantitative and qualitative measures. Quantitative measures: Test scores: Compare students' test scores before and after the implementation of the BION to see if there is a significant change in their academic performance. Attendance: Compare students' attendance rates before and after the implementation of the BION to see if there is a significant change in their attendance. Student surveys: Administer surveys to students to gather data on their perceptions of the BION and its impact on their learning and well-being. Qualitative measures: Observations: Observe students in the BION to gather data on their behavior, engagement, and interactions with the space. Student interviews: Interview students to gather qualitative data on their perceptions of the BION and its impact on their learning and well-being. Teacher interviews: Interview teachers to gather qualitative data on their perceptions of the BION and its impact on student learning and well-being.
- Dissemination of the project results and best practices to other schools and educators.
Expected outcomes:
- Improved student learning and well-being as a result of the incorporation of nature into the classroom design.
- Increased awareness and understanding of the benefits of biophilia in educational settings among educators and school administrators.
Development of a replicable model for the design and implementation of biophilic classrooms that can be applied in other schools and educational settings.
Implementation of a biophilic classroom can address global challenges such as climate change, biodiversity loss, and environmental degradation by providing local solutions that promote sustainability, conservation, and environmental stewardship. BION can be used as a tool to educate students about the importance of protecting natural environment and the role they can play in creating a more sustainable future.
BION address many global challenges (GC) through local solutions. For example, climate change and the need to reduce carbon emissions. BION promote sustainable practices, such as using natural light and ventilation, which can reduce the need for energy-intensive lighting and air conditioning. By incorporating plants and greenery in classroom, promote biodiversity and support ecosystem services which help to mitigate the effects of climate change.
GC that BION address is the issue of nature deficit disorder. BION provide opportunities for students to connect with nature.
BION address the challenge of inclusion and equity in education. By creating an inclusive and accessible environment that promotes the well-being of all, BION help to close the achievement gap and ensure that all students have opportunity to succeed.
Regarding design and implementations, students, teachers, administrators, community members, and experts in fields such as education, sustainability and design, will be involved. As for local, regional, national and European organizations and agencies that can provide funding, resources and support for BION we will involve too.
It demonstrates the potential for replication and scaling up the approach in other schools and communities. It will Develop a toolkit or guide that outlines the steps and resources needed to replicate BION in other schools and communities.
Finally, it will establish a network of schools and communities that have implemented BION, to share information and best practices and provide support to new adopters.
The development plan for BION includes the following steps:
Design and planning: Involve architects, designers, and experts to create plans for BION by assessing existing open space and analyzing educational needs of students. Consult with the school community, including students, teachers, and parents.
Construction: Use materials and techniques consistent with biophilic design principles and sensitive to the local environment for building BION.
Implementation: Introduce BION in the school by providing training for teachers and students on how to use the space effectively and developing lesson plans and activities that align with the unique features of BION.
Monitoring and evaluation: Regularly assess the impact of BION on student learning through both quantitative and qualitative measures.
Dissemination and replication: Share BION's results with other schools and communities and develop strategies for replication, such as creating online resources, hosting workshops and conferences, and publishing research papers.
Continual improvement: Continuously evaluate and improve BION as necessary to ensure goals are met.
The first four steps are expected to be completed in the first year of the initiative, with steps five and six being implemented as ongoing processes. The benefits of BION include improved student learning, increased engagement, and a greater connection to nature for students and teachers. Additionally, it will contribute to the development of new competences in the context of European competence framework on sustainability and demonstrate the potential for replication and scaling up the approach in other schools and communities. It will also address global challenges such as climate change and biodiversity loss by providing local solutions.
The BION can contribute to the development of new competences, especially in the context of the European competence framework on sustainability, in several ways:
Ecological literacy: By incorporating elements of nature into the classroom design, the BION can help students develop an understanding of the natural systems that support life on earth, and the interconnections between human activities and the environment.
Systems thinking: The BION can help students develop the ability to understand how different elements of the natural and built environment interact, and how small changes can have large-scale effects.
Creativity and innovation: By providing students with a unique and engaging learning environment, the BION can inspire students to think creatively and develop new solutions to sustainability challenges.
Active citizenship: The BION can help students develop the knowledge, skills, and values needed to be active and engaged citizens who are committed to creating a more sustainable future.
Transdisciplinarity: As the BION approach puts nature at the center of the pedagogical activity, it can help students to integrate different disciplines, such as science, technology, engineering, mathematics, social sciences and the humanities, to understand and tackle the complex challenges of sustainability.
Inclusion: The BION can help students, especially those with special needs, to develop the competences and skills they need to participate fully in society and to enjoy an inclusive, healthy and safe environment.
The biophilic classroom (BION) can be a tool for developing other key competences, such as teamwork, problem-solving, and critical thinking, which are essential for the 21st century.
