Abstract

When learning modalities are tailored to each student's preferences and needs, academic success follows. This effect is contingent upon both individual and surrounding factors. Many schools in Egypt and the Middle East do not concentrate on how exposure to nature and nature-based learning can affect how the learner perceives his or her learning area. Most schools in Egypt have no exposure to nature to allow students to explore the world in their way; there is no room for diverse students to excel. Therefore, this exploratory research aims to reestablish a connection between private primary school students and the natural world by applying learning theories and nature-based learning approaches. It also seeks to ascertain the impact of nature-based learning on Egyptian students within the national system and to assist school designers in creating a toolkit that enables them to make suitable learning environments for their students, taking into account their preferences. Using "Modern Vision Language School" in Cairo, Egypt, as a case study, this research explores the exposure of primary school students to both indoor settings such as “classrooms,” open-air settings such as “open-air classrooms,” and outdoor settings such as "nature and its various components" to determine which learning environment is better for students. Methodologically, students are invited to participate in open-air and outdoor classes, particularly for science and social studies, in a specially designed outdoor classroom tailored to accommodate the needs of 50 fourth-grade students. Following these sessions, a focus group is conducted to gather feedback on their experiences and to discuss potential changes for future sessions. Additionally, a control group of 50 other fourth-grade students receives the same lessons in an indoor setting. This comparison aims to assess how different physical environments impact students academically, emotionally, and psychologically. To gather comprehensive data,a range of qualitative methods is employed, including Multiple Intelligence Scales (MIS), observations, focus groups, and surveys aimed at both teachers and students. Additionally, event sampling and time sampling are utilized to capture specific instances of behavior and engagement during indoor, outdoor, and open-air lessons. The findings highlight both architectural and psychological insights. Architecturally, the research provides a toolkit for school designers, emphasizing essential elements such as open-air classroom boundaries, color schemes, wall materials, sun direction, and sound isolation. Psychologically, the open-air and outdoor classrooms show significant positive effects on student behavior and academic performance. The findings enhance pedagogical practices and improve learning experiences in educational settings.

School

School of Sciences and Engineering

Department

Architecture Department

Degree Name

MS in Architecture

Graduation Date

Spring 2-23-2025

Submission Date

1-28-2025

First Advisor

Professor Basil Kamel (Architecture department)

Second Advisor

Professor Heba Kotb (Psychology department)

Committee Member 1

Nermeen Hanafy

Committee Member 2

Professor Basil Kamel

Committee Member 3

Professor Heba Kotb

Extent

157 P.

Document Type

Master's Thesis

Institutional Review Board (IRB) Approval

Approval has been obtained for this item

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