Developing a planning and assessment framework for school-based outdoor learning spaces in Egypt: integrating teacher perceptions and expert priorities

Purpose This study aims to develop an evidence-based planning and assessment framework model for school-based Outdoor Learning Spaces (OLSs) in Egypt, by integrating the presence and readiness of OLSs, design quality, and sustainability indicators into a structured weighted model. Design/methodology/approach This study adopted a mixed-methods approach combining literature synthesis, a large-scale teacher questionnaire, and an expert Analytic Hierarchy Process survey. Teacher responses were analyzed to determine the perceived importance of outdoor learning zones, the amenities required, and the developmental affordance of each zone. The questionnaire also generated empirical insights into existing patterns of outdoor space utilization across different school types. Expert judgments were then used to generate priority weights for the framework’s main pillars and sub-indicators related to design quality and sustainability. Findings Results revealed disparities in the availability and frequency of use of OLSs across Egyptian schools, influenced by socio-economic and curricular differences. Teachers expressed high and closely clustered preferences for diverse zones, highlighting the value of multi-functional outdoor learning environments. Experts prioritized the presence and readiness of OLSs, followed by design quality and sustainability. Safety, functionality, and educational value emerged as key priorities across indicators. These findings were synthesized into a structured framework model. Originality/value This study presents one of the first empirically grounded frameworks for OLSs in Egypt. It is the first to integrate the three pillars: presence and readiness, design quality, and sustainability, into a single practical model aligned with pedagogical and spatial goals.