A theoretical framework for university campus design intertwines biophilia, sustainability and innovative learning opportunities Research has demonstrated the benefits of incorporating natural features into the built environment through biophilic design in a variety of settings, including educational institutions. While many college campuses have adopted aims for increased sustainability, planning rarely includes opportunities for campus users to connect with nature or to utilize sustainable elements in learning. To bridge this gap, this study explores “the potential of integrating biophilia in university planning and architecture to help cultivate a culture of sustainability and innovative thinking.” The study involved two components: (1) a literature review to connect sustainability and biophilic design strategies; and (2) the development of a theoretical framework that integrates human well-being, ecological sustainability, and innovative learning experiences on university campuses.
A review of the literature was first conducted to examine existing studies of biophilic design attributes that impact cognition and well-being, support sustainability aims, and that also facilitate learning and creativity. The review identified many empirical studies which document biophilic design’s impact. These include physical, psychological, cognitive, social, and spiritual benefits, such as stress reduction, attention restoration, enhanced mood, improved academic performance, and increased social interaction and cohesion. The reviewed studies also point to the potential of biophilic design attributes in fostering greater innovation and creativity in higher education.
Based on understandings gleaned from the review, a university campus design theoretical framework was proposed based on “the triad of biophilia, sustainability and innovation.” The framework identified four campus zones that can employ different design strategies to meet the physical, psychological and cognitive needs of users. Academic zones require biophilic elements that reduce stress and improve concentration. Project-based zones, such as research centers, would benefit from design attributes that focus and restore attention. Imaginative zones that strive for multidisciplinary thinking may benefit from inspirational environments that promote cognitive performance and spiritual wellbeing. More socially active and creative zones require design features that support interaction, engagement, and collaboration.
The study provides valuable insight for the design or retrofit of university campuses that nurture human well-being and innovative learning while aspiring to greater environmental sustainability. The framework offered by the study demonstrates how these principles converge to create “viable and creative” campuses. The author cautions that the proposed framework requires testing to determine its validity.
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