2. Execute — Applying Biophilic Design in Practice and Prototyping with AR

School-Based Projects in Biophilic Design: Learning Through Experience in Secondary Education

Introducing biophilic design to secondary school learners presents a powerful educational opportunity to connect theoretical knowledge with real-world ecological challenges. In recent years, several high schools across Europe have implemented biophilic-oriented projects that engage students in reimagining built environments through nature-based thinking. These initiatives foster ecological awareness, promote well-being, and support interdisciplinary learning that spans biology, environmental science, design, and architecture.

Although not always labeled under biophilic design, many of these projects explicitly address core biophilic principles, such as enhancing sensory contact with natural elements, improving air quality, and designing outdoor learning environments. Through such activities, students aged 14–18 gain hands-on experience in rethinking urban and educational spaces, often producing models, drawings, or sustainability proposals grounded in their observations of and interactions with nature.

Putney High School, part of the Girls' Day School Trust in London, launched an innovative biophilic classroom pilot project in 2021 to study how natural elements in learning environments affect student well-being, focus, and cognitive engagement. The project was tailored for older students in Key Stages 4 and 5 (ages 14–18) and developed in partnership with researchers from Oxford Brookes University and Studio P Architects.

The redesigned classroom incorporated multiple elements derived from the 14 Patterns of Biophilic Design (Browning et al., 2014), including:

Natural materials and textures: Timber panels, wool textiles, and raw finishes reduced sensory fatigue and created a calming visual aesthetic.

• Plants and greenery: Indoor plants were integrated not only to create a visual connection to nature but also to improve air quality and offer micro-restorative effects.
• Dynamic lighting: LED systems were tuned to mimic circadian rhythms, supporting attention and mood regulation during various parts of the school day.
• Acoustic design: Sound-absorbing materials and quiet zones were included to limit overstimulation and create areas of cognitive refuge.

Teachers and students who used the classroom reported improved concentration, reduced stress, and a more enjoyable learning atmosphere. In addition to passive exposure to natural elements, students evaluated the classroom’s impact, learning to reflect critically on how environmental design affects health and performance.
“The feedback we received from students using the space was overwhelmingly positive,” said Suzie Longstaff, Head of Putney High. “They felt more relaxed, engaged, and connected to their learning.”

While the Putney project is a leading example of biophilic learning environments at the secondary level, it remains focused on physical environmental design. Future iterations of such projects could greatly benefit from incorporating Augmented Reality (AR) to enhance imagination and interactivity.

AR could allow students to:

• Visualize different biophilic layouts before physically redesigning a space.
• Overlay data such as sunlight direction, airflow, or sound levels in real time.
• Prototype new features like green walls, water elements, or eco-furniture virtually.
• Participate in collaborative urban design projects by simulating biophilic zones in schoolyards, rooftops, or public areas.

This kind of integration would empower students to not only experience biophilic environments but also create and share them digitally, using STEM skills in meaningful, applied ways.

The Biophilic Classroom Project at Putney High School is a successful example of how secondary learners can benefit from immersive, nature-connected environments. As awareness grows about the relationship between environment, learning, and well-being, this model offers a valuable reference for other schools seeking to incorporate biophilic thinking.

By combining such initiatives with digital design and AR prototyping tools, future school-based projects could become even more engaging, personalized, and reflective of 21st-century learning goals, where sustainability, creativity, and technology come together.