This paper synthesizes theory and empirical evidence on how biophilic design — the deliberate incorporation of natural elements (daylight, vegetation, natural materials, views to green space, ventilation, and restorative spatial layouts) into built learning environments — can enhance academic performance. Drawing on the Biophilia Hypothesis, Attention Restoration Theory (ART), and Stress Recovery Theory (SRT), the review shows consistent links between nature-integrated classrooms and improved attention, working memory, reduced stress, higher attendance, and better standardized test outcomes across multiple studies. The paper also outlines a robust mixed-methods research design for measuring these effects in resource-constrained settings, provides low-cost implementation strategies for schools, and offers policy recommendations to mainstream biophilic approaches in educational infrastructure planning. Key empirical findings are summarized and discussed with respect to mechanisms (attention restoration, stress reduction and improved indoor environmental quality) and implementation challenges (cost, maintenance, cultural context).
A Thu, study studied this question.