"Biophilic Design: improves learning at school and strengthens the feeling of affiliation with Nature" explores how biophilic design can transform school environments, improving both learning processes and students' connection with Nature.
Biophilic design, based on Edward O. Wilson's biophilia hypothesis, recognizes the innate human tendency to connect with Nature. Stephen Kellert defines this approach as a deliberate attempt to create environments that foster affiliation with natural systems and processes. This methodology is divided into design models with evolutionary roots, proven effective in experimental contexts.
The "Bracing Biophilia" research program compared traditional learning environments with innovative spaces designed according to biophilic principles. The study, conducted in a rural school in Gressoney-La-Trinité, Valle d'Aosta, observed primary school students for three school years. In the first year, lessons were held in conventional classrooms; in the following two years, in ad hoc designed biophilic environments. The results indicate that such environments not only facilitate the regeneration of attention after periods of mental fatigue, but also strengthen students' feeling of connection with Nature.
In conclusion, integrating biophilic design into educational spaces represents a promising strategy to improve students' psychological and physical well-being and promote a deeper connection with the natural environment.
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