The Italian pedagogue and teacher Loris Malaguzzi argued that the educational process was based on three fundamental educators: the teachers, the peers, and the school environment, which he called the “THIRD EDUCATOR.” Malaguzzi emphasized the importance of the physical environment, highlighting how the quality of spaces directly influences the quality of learning. According to his vision, the school environment should be designed and organized in such a way as to make children, young people, and educators feel comfortable, creating the ideal conditions for shared growth and learning.
School buildings are much more than simple places where knowledge is transmitted: they are environments that profoundly influence the psychological and physical well-being, creativity, and concentration capacity of young people. Every day, millions of students spend many hours in bare classrooms, often characterized by outdated designs that pay little attention to important issues such as adequate lighting, both natural and artificial, acoustic comfort, air quality, and many other fundamental aspects. These environments, often dominated by cold and artificial materials, risk being perceived as alienating, reducing student motivation and engagement.
It is now evident that school space design should not be limited to meeting basic functional requirements but must evolve towards a more ambitious and regenerative approach capable of meeting the physical, emotional, and cognitive needs of those who experience them daily. Today’s schools must face numerous challenges, including increased stress among students and teachers, a growing mental health crisis, and unstimulating environments. Various studies have shown that the quality of spaces directly impacts academic performance: poorly lit or noisy classrooms reduce concentration, while comfortable environments improve learning and overall psychological and physical well-being. In such a critical educational context, it is clear that space design is not a detail but a strategic component. Biophilic Design offers an innovative and practical perspective to address these issues.
The Biophilic Design, a design approach aimed at restoring a deep connection between Humans and Nature, undoubtedly offers a new paradigm for rethinking our schools. Integrating elements and structures present in Nature, such as light, vegetation, natural materials, and spatial configurations that allow a good level of environmental control, good views, and a simultaneous sense of protection, not only improves the quality of indoor and outdoor spaces but also can promote more harmonious, stimulating, and healthy learning.
Today, more than ever, it is essential to transform school buildings into spaces that inspire and nurture, creating environments that promote socialization, well-being, curiosity, and connection with the natural world for students, teachers, and school staff. The applied science of biophilic design plays a crucial role in these contexts, as experimental studies have shown that integrating natural elements into educational spaces can significantly improve students’ concentration and reduce perceived stress levels.
The progressive loss of contact with Nature, widespread among young people with potentially serious consequences, also known as “Nature Deficit Disorder,” in Italian “disturbo da carenza di Natura” (Louv, 2005), is associated with various physiological and behavioral problems. Schools, with their physical environments, can become a point of connection between young people and the natural world, fostering experiences that stimulate the senses and strengthen the bond with the local ecosystem. To create these opportunities, it is essential to offer environments that encourage interaction with natural elements both indoors and during outdoor education activities.
Correctly applying the principles of Biophilic Design can eliminate environmental stressors while fostering a more stimulating and comfortable environment with positive effects on students’ cognitive performance and overall well-being. Numerous studies highlight some key benefits related to the application of biophilic principles:
To effectively integrate Biophilic Design into school environments, a series of practical interventions can be applied, which not only foster the connection between students and Nature but also create stimulating and healthy learning spaces. Some solutions regarding light, air, and vegetation can be adopted to transform schools according to biophilic principles.
An attentive and well-planned lighting design from the early stages of a project can best enhance spaces, adequately responding to their intended functions and supporting the students' regeneration and learning needs. The choice of lighting must be made based on the intended use, the specific characteristics of the spaces, the users, and the objects present. Moreover, lighting should be adjustable to adapt to various activities throughout the day.
Air is fundamental for individual well-being. In a school environment, poor ventilation can compromise students' performance, increasing drowsiness and reducing concentration. The well-being within a learning space depends on various factors, including:
Air affects individuals’ emotional, cognitive, and physiological aspects. Natural ventilation is preferred, utilizing openable windows and skylights to ensure frequent air exchange within classrooms.
The introduction of plants into classrooms may still face obstacles due to building and school regulations, as well as maintenance concerns, but some projects are beginning to experiment with the integration of vegetation through small hanging gardens, green walls, and potted plants that bring Nature indoors. Furthermore, the introduction of small green areas and outdoor gardens in courtyards or on terraces can create spaces for outdoor education.
Implementing Biophilic Design in schools presents some challenges, including:
Overcoming these challenges requires collaboration, education, and gradual interventions that can demonstrate the effectiveness of Biophilic Design in improving the well-being and performance of students and school staff.
