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.