Biophilic Learning Environments and Cognitive Performance in Egyptian Primary Schools

Abstract

Despite extensive historical, philosophical, and psychological acknowledgement of nature's positive influence on children's learning, no standardized, empirically validated framework currently exists for measuring how biophilic learning environments affect the creative and cognitive abilities of primary school children — particularly within Egyptian educational architecture. This study makes two original contributions to the field. First, it introduces the Biophilic Classroom Assessment Tool (BCAT) the first standardized instrument designed specifically to evaluate the environmental qualities of primary school classrooms in relation to cognitive performance, filling a gap that existing tools have not addressed within non-Western educational contexts. it implements a mixed-method quasi-experimental design that integrates environmental measurements, validated creativity assessments, and systematic behavior mapping — moving beyond the predominantly qualitative or perception-based methodologies that dominate current biophilic design research Together, these contributions advance the evidence base for environment-behavior research in educational settings and offer a replicable, context-sensitive model applicable to school design policy and practice in Egypt and comparable Global South contexts.