The role of experiential learning in biophilic design application: the case of architecture schools in Lagos State, Nigeria

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).