Evaluation of Architecture According to Biophilic Design Parameters: Indoor—Outdoor Experiences on University Campuses

Rapid urbanisation has weakened everyday contact with nature, and biophilic design is increasingly promoted as a means of restoring this contact in learning environments. This study compares how biophilic design parameters are provided and perceived on six university campuses in Konya, Türkiye—a single semi-arid city in which the campuses differ in age, ownership, layout, and location. A mixed-methods design combined a structured observation audit of indoor and outdoor settings, a questionnaire completed by 268 undergraduate students of architecture, interior architecture and educational sciences (40–53 per campus ), and a thematic analysis of open-ended responses. Between-campus differences were tested with one-way ANOVA and Holm correction for multiple testing, and associations with perceived learning experience were examined through Pearson correlation and multiple linear regression. Twelve of the fifteen parameter ratings differed significantly between campuses after correction. Perceived biophilic design elements, natural materials, spatial layout, and dynamic and diffuse light were each positively associated with learning experience (r = 0.345–0.417) and jointly explained about 30% of its variance, whereas visual connection with nature was not (r = 0.030). Water features, biomorphic forms, natural systems, open-air classrooms, and sustainability practices were weak on all campuses, and on some campuses perceptions diverged from the features actually provided. The findings are associational; they identify priorities for campus planning, particularly usable green space, daylight and views in every teaching space, and climate-appropriate, low-water blue elements.