This study aims to assess the impact of biophilic classroom design on pupils’ cognitive development and psychological well-being. More specifically, the objective of the study is to assess the impact of biophilic design patterns on pupils’ creative thinking, perceived stress and place attachment.
A quasi-experiment was carried out in a new international school in Cairo, Egypt. The year-4 classroom [n = 8] was taken as the treatment classroom. Years 3 and 5 classrooms [n = 3, n = 6, respectively] were taken as the control classrooms. While the two control classrooms were not modified, biophilic interventions that correspond to 9 of the biophilic design patterns were incorporated into the treatment classroom. Outcome measures were taken 46 days after the intervention. Pupils’ creative thinking was assessed through the Torrance Test of Creative Thinking (TTCT). Perceived stress was assessed through the Perceived Stress Scale for Children (PSS-C), and place attachment was assessed through a drawing activity and follow-up semi-structured interviews.
Results strongly suggest that biophilic design elements in a classroom can positively influence pupils' creative thinking, perceived stress and place attachment. Statistical analysis showed greater creativity scores and lower perceived stress levels for the treatment group than the control group. Additionally, quantitative and qualitative data analysis of the pupils’ drawings showed higher levels of place attachment in the treatment classroom.
Available literature affirms that biophilic design has major restorative potentials in educational environments. The impact of biophilic design on creative thinking, perceived stress and place attachment appears to be under-investigated, particularly in the Egyptian context. More specifically, place attachment was recommended to be further investigated, as it has a vital role in pupils’ psychological well-being.
