Authors :
Manal Emhemed Mu Chalgham; Dr. Demet IRKLi Eryildiz
Volume/Issue :
Volume 10 - 2025, Issue 1 - January
Google Scholar :
https://tinyurl.com/3xeth43p
Scribd :
https://tinyurl.com/4sfajbnv
DOI :
https://doi.org/10.5281/zenodo.14730643
Abstract :
Ecological structures in education stand at the very juncture between environmental education and sustainable design, and function
as transformative spaces for the fostering of eco-literacy among students. These schools represent an advance over traditional
learning environments, incorporating immersive and experiential educational opportunities to nurture environmental awareness and
sustainable living practices. While integrating natural elements, energy efficiency technologies, and eco-sensitive materials helps
reduce the building's ecological footprint, they also become living laboratories that give students hands-on lessons in the principles
of sustainability. This paper will analyze the environmental features, pedagogical opportunities, and impacts on society a of five
outstanding ecological schools: the Benjamin Franklin Elementary School, Nueva School Science and Environmental Center, and
Sidwell Friends Middle School in the United States; the Druk White Lotus School in India; and the Academy of St. Francis of Assisi
in the United Kingdom. standing as examples of establishments that integrate sustainable architecture with environmental education,
this set of schools reflects regional and cultural nuances while still following common guiding principles for ecological design. The
paper goes on to conduct in-depth research into the guiding philosophy upon which the above-mentioned institutions were based,
highlighting among other things the inclusions of biophilic design elements, renewable energy systems, water conservation, and
adaptive use of material. It also probes how these architectural features enhance eco-literacy in a design that provokes wonder,
inspires critical thinking, and evokes awareness for the natural world. Finally, it identifies how schools have the potential to function
as community hubs by leveraging their mission to extend educational purposes within the school, but rather wider awareness to the
environment outside of it. The findings highlight how ecological educational structures are facilitators of global environmental
awareness. In this, the school settings reflect a physical environment that corresponds to the set educational goals and illustrate what
architecture can do in the change of behavior toward sustainable development. Some recommendations are made on how the design
of educational space could promote environmental responsibility and enhance learning experiences and contribute to sustainability
in and outside of school.
Keywords :
Eco-Literacy, Ecological Schools, Environmental Education, Green Building Design, Eco-Friendly Educational Spaces.
References :
- ERYILDIZ D & ERYILDIZ S , (forthcoming.2025), ETURE-ECOLOGICAL DESIGN & PLANNING ALMANAC 2. ISTANBUL OKAN UNIVERSITY.
- Sharma, A. (2016). Sustainable campus design in cold & dry climate: Druk White Lotus School \u2014 A case study. IJSTE - International Journal of Science Technology & Engineering, 3(5). ISSN (online): 2349-784X.
- Earth Architecture. (2024). Druk White Lotus School: Arup Associates. Earth Architecture. Retrieved in 05/12/ 2024 from https://eartharchitecture.org/?p=1298&utm _
- Druk Padma Karpo school, Retrieved in 05/12/ 2024 from https://www.dwls.org/
- Mcmanus,D. (2012) Druk White Lotus School India. Retrieved in 05/12/ 2024 from https://www.e-architect.com/india/druk-white-lotus-school
- Designing our future: Sustainable landscapes. Retrieved in 08/12/ 2024 from https://www.asla.org/sustainablelandscapes/sidwell.html
- The American institute for architects. retrieved in 15/12/2024 from https://www.aiatopten.org/node/152
- Nueva School Science and Environmental Center / LMS Architects. retrieved in 16/12/2024 from https://www.archdaily.com/1019585/nueva-school-science-and-environmental-center-lms-architects
- 2024 Green Building Award Winner: The Nueva School’s Science and Environmental Center. retrieved in 20/12/2024 from https://sustainablesanmateo.org/2024/02/14/2024awards_nueva
- Nueva School Science and Environmental Center Architect, Leddy Maytum Stacy Architects. retrieved in 20/12/2024 from https://www.architectmagazine.com/project-gallery/nueva-school-science-and-environmental-center
- Urban Fabric. retrieved in 25/12/2024 from https://urbanfabric.co.uk/urban-fabric-our-work-5.html
- Goleman, D., Barlow, Z., & Bennett, L. (2013, April 18). Five ways to develop “ecoliteracy”. Greater Good Magazine
- Misbahudholam AR, M., Sama’, & Aini, K. (2023). The implementation of ecoliteracy as a learning resource to improve environmental care attitudes in elementary schools. Mimbar Sekolah Dasar, 10(1), 122–134. https://doi.org/10.53400/mimbar-sd.v10i1.50333
Ecological structures in education stand at the very juncture between environmental education and sustainable design, and function
as transformative spaces for the fostering of eco-literacy among students. These schools represent an advance over traditional
learning environments, incorporating immersive and experiential educational opportunities to nurture environmental awareness and
sustainable living practices. While integrating natural elements, energy efficiency technologies, and eco-sensitive materials helps
reduce the building's ecological footprint, they also become living laboratories that give students hands-on lessons in the principles
of sustainability. This paper will analyze the environmental features, pedagogical opportunities, and impacts on society a of five
outstanding ecological schools: the Benjamin Franklin Elementary School, Nueva School Science and Environmental Center, and
Sidwell Friends Middle School in the United States; the Druk White Lotus School in India; and the Academy of St. Francis of Assisi
in the United Kingdom. standing as examples of establishments that integrate sustainable architecture with environmental education,
this set of schools reflects regional and cultural nuances while still following common guiding principles for ecological design. The
paper goes on to conduct in-depth research into the guiding philosophy upon which the above-mentioned institutions were based,
highlighting among other things the inclusions of biophilic design elements, renewable energy systems, water conservation, and
adaptive use of material. It also probes how these architectural features enhance eco-literacy in a design that provokes wonder,
inspires critical thinking, and evokes awareness for the natural world. Finally, it identifies how schools have the potential to function
as community hubs by leveraging their mission to extend educational purposes within the school, but rather wider awareness to the
environment outside of it. The findings highlight how ecological educational structures are facilitators of global environmental
awareness. In this, the school settings reflect a physical environment that corresponds to the set educational goals and illustrate what
architecture can do in the change of behavior toward sustainable development. Some recommendations are made on how the design
of educational space could promote environmental responsibility and enhance learning experiences and contribute to sustainability
in and outside of school.
Keywords :
Eco-Literacy, Ecological Schools, Environmental Education, Green Building Design, Eco-Friendly Educational Spaces.
