The role of experiential learning in biophilic design application
The case of architecture schools in Lagos State, Nigeria
Bibliographic Data
| ID | 22162252 |
|---|---|
| Authors | Omoniyi O Olagunju (Covenant University), Adeoluwawumi C Ajiboye (Covenant University) |
| Year | 2026 |
| Volume | 11 |
| Publication date | 2026-03-11 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Frontiers in Education (JOURNAL) |
| Journal identifiers | ISSN: 2504-284X • E-ISSN: 2504-284X |
| Publisher | Frontiers Media SA (PUBLISHER • CH) |
| DOI | 10.3389/feduc.2026.1741937 |
| OpenAlex | W7134981466 |
| Language | EN |
| References cited | 34 |
The integration of biophilic design in architectural education is a developing area of study. Biophilic design has been embraced in the health sector due to its restorative value, however few studies have examined how its adoption in the education sector influenced students and learning environments influence design students towards sustainability imperatives. This can be evaluated among architecture students using design studio course where learning-by-doing is the pedagogic approach. This study evaluates how the learning environments of Architecture Schools influenced students’ integration of biophilic design in academic projects, using Experiential Learning Theory (ELT) as a framework. This quantitative survey assessed 171 students across three Architecture Schools in Lagos State, Nigeria for prevalent biophilic elements and their correlation with ELT stages. The findings, using Pearson’s r correlation, revealed that exposure to specific biophilic elements significantly strengthened all the four stages of ELT. The results demonstrated that biophilic environments actively enhance the application of biophilic concepts in students’ design thinking. There is a quantitative linkage of specific biophilic design elements to the experiential learning process in architectural education, revealing that physical or social design of schools could enhance Quality Education (SDG 4). The findings advocate for the intentional design of learning environments to foster sustainability thinking, contributing to the advancement of Sustainable Cities and Communities (SDG 11)
Built environment · Design education · Design studio · Experiential learning · Learning environment · Sustainability · Sustainable Design · Educational Environments and Student Outcomes · Sustainability in Higher Education · Sustainable Building Design and Assessment · Architecture
Experiential learning – a systematic review and revision of Kolb’s model
Making sense of Cronbach's alpha
Student involvement and innovative teaching methods in a biophilic design education pilot elective course in interior architecture
The mind of a maker
The Effectiveness of Experiential Learning in Teaching Arithmetic and Geometry in Sixth Grade
The impact of natural environments and biophilic design as supportive and nurturing spaces on a residential college campus
Transformative Design Pedagogy
Higher education and the Sustainable Development Goals
Governance in the implementation of the UN sustainable development goals in higher education
How much do survey response rates affect relationships among variables
Survey response rates
| Citation velocity | historical |
|---|---|
| Highly cited | No |