Supporting nature-based learning experiences within confined urban schools : the study of a primary school in Glasgow, Scotland

Tools

Isa, Farhana Mohammed and Grierson, David (2025) Supporting nature-based learning experiences within confined urban schools : the study of a primary school in Glasgow, Scotland. IOP Conference Series: Earth and Environmental Science, 1516 (1). 012005. ISSN 1755-1315 (https://doi.org/10.1088/1755-1315/1516/1/012005)

[thumbnail of Isa-Grierson-IOP-CS-2025-Supporting-nature-based-learning-experiences-within-confined-urban-schools]
Preview
 Text. Filename: Isa-Grierson-IOP-CS-2025-Supporting-nature-based-learning-experiences-within-confined-urban-schools.pdf
Final Published Version
License: Creative Commons Attribution 4.0 logo
Download (2MB)| Preview

Abstract

The scarcity of urban land, resulting in a lack of available green spaces, and the need to provide more innovative and interactive environments to enable nature-based learning experiences in urban schools present unique challenges in architectural design. This paper examines the significance of architectural spatial layout in promoting nature-based learning experiences for children, in indoor and outdoor settings within confined urban environments, to highlight adjacency and temporal issues using space/nature syntax. This research promotes children’s direct involvement by identifying their naturalness preferences, measures child-nature-distance of the physical proximity to green space and potential barriers, evaluates the school naturalness environment using biophilic design parameters, and gathers the views of teachers on best practices in providing space and facilities for children. This paper describes a pilot study that is developing novel methods for future architectural interventions that support improved indoor-outdoor spatial relationships with enhanced nature-based learning experiences in the curricula of urban schools. The study approach uses qualitative methods, which include field observation, group activities of structured and unstructured play with 29 pupils from Primary 1 aged between 5 to 6 years old, and semi-structured interviews with teachers at the school. The illustration of collected data includes video documentation, photography, audiotaping, and anecdotal field notes. The school is in the city centre of Glasgow, situated within the hub of industrial zones. This pilot study suggests eight basic features in architectural spatial layout that can encourage children’s NBLE in both indoor and outdoor settings within restricted urban areas in supporting children’s learning development. It also offers stakeholders a creative and inexpensive way to transform indoor-outdoor spaces into richer play environments.

ORCID iDs

Isa, Farhana Mohammed ORCID logoORCID: https://orcid.org/0009-0005-3549-1107 and Grierson, David ORCID logoORCID: https://orcid.org/0000-0002-4070-9909;
CORE (COnnecting REpositories)