Reconnecting with nature
NBS@HEI
Paving the way for sustainability and students’ health and well-being
The NBS@HEI project aimed to improve students' health and well-being through the application of Nature-Based Solutions in a Higher Education Institution. A green room was created indoors, with part of the plants irrigated using treated wastewater. Outdoors, a mini forest was planted using the Miyawaki method, to promote biodiversity and to improve air quality. The project also promotes environmental education and stimulate outdoor activities, fostering the bond between people and nature.
Portugal
Local
Marvila Parish, Lisbon
Mainly urban
It refers to other types of transformations (soft investment)
Yes
2025-01-28
No
No
No
As an individual partnership with other persons/organisation(s)
The NBS@HEI project focuses on enhancing students’ health and well-being by implementing Nature Based Solutions (NBS) in a Higher Education Institution (HEI) in an urban setting. The project integrates both indoor and outdoor green solutions to improve air quality, student well-being, and environmental sustainability.
A natural green infrastructure was created inside a classroom at a HEI in Lisbon, incorporating a set of plants to enhance indoor air quality (IAQ) and to promote student well-being. Half of the plants in this green space were irrigated with treated wastewater (TWW) and the other half with drinking water (DW), supporting a circular economy approach. The project involved continuous monitoring of IAQ, plant growth, and students’ well-being. Additionally, in another classroom, a large mural depicting a natural landscape and plant-themed pictures were installed to assess the impact of biophilic design on students' well-being. The results showed a clear improvement of the IAQ in the green room and increased well-being in the classrooms with biophilic environment.
The project also established an urban miniforest, following the Miyawaki Method, on the school campus. This biodiversity island consists of 225 native trees and plants, covering an area of 200 m². The planting took place in March 2024 and January 2025, aiming to sequester CO₂, enhance outdoor air quality, and mitigate urban heat island effects. Additionally, this green space contributes to biodiversity conservation, soil improvement, and better rainwater management. To increase biodiversity, a bug hotel was built with recycled wood and installed in the miniforest, with flowering vines around it.
Beyond environmental benefits, this project fosters environmental education and outdoor engagement, strengthening the connection between students and nature. By integrating NBS into HEI sustainability awareness is promoted among the school community, paving the way for greener urban environments.
A natural green infrastructure was created inside a classroom at a HEI in Lisbon, incorporating a set of plants to enhance indoor air quality (IAQ) and to promote student well-being. Half of the plants in this green space were irrigated with treated wastewater (TWW) and the other half with drinking water (DW), supporting a circular economy approach. The project involved continuous monitoring of IAQ, plant growth, and students’ well-being. Additionally, in another classroom, a large mural depicting a natural landscape and plant-themed pictures were installed to assess the impact of biophilic design on students' well-being. The results showed a clear improvement of the IAQ in the green room and increased well-being in the classrooms with biophilic environment.
The project also established an urban miniforest, following the Miyawaki Method, on the school campus. This biodiversity island consists of 225 native trees and plants, covering an area of 200 m². The planting took place in March 2024 and January 2025, aiming to sequester CO₂, enhance outdoor air quality, and mitigate urban heat island effects. Additionally, this green space contributes to biodiversity conservation, soil improvement, and better rainwater management. To increase biodiversity, a bug hotel was built with recycled wood and installed in the miniforest, with flowering vines around it.
Beyond environmental benefits, this project fosters environmental education and outdoor engagement, strengthening the connection between students and nature. By integrating NBS into HEI sustainability awareness is promoted among the school community, paving the way for greener urban environments.
Nature Based Solutions
Indoor and Outdoor Air Quality
Urban Miniforests
Green Classroom
Biodiversity Promotion
The project aimed to achieve key sustainability objectives by addressing both environmental and social challenges. One of the primary goals was to improve indoor air quality (IAQ) in a classroom through a nature based solution, involving the installation of selected plants to enhance air quality. Additionally, some of these plants were irrigated using treated wastewater (TWW), promoting water efficiency and contributing to the circular economy in urban areas. By improving IAQ, the project also aimed to support the health and well-being of students.
The creation of a mini forest on campus had a broader set of objectives, including carbon dioxide (CO2) capture to combat climate change, improving air quality, reducing urban heat islands, enhancing campus biodiversity, and managing rainwater more effectively. This green space also served to raise awareness in the community about the importance of nature in urban environments and provided a space for relaxation and well-being.
To meet these objectives, the project fostered partnerships with local stakeholders, such as the city council, companies, and NGOs, which donated plants, compost, and materials for irrigation. Collaboration between students, faculty, staff, and even children from other schools helped create a hands-on learning experience about sustainability practices.
The project directly contributed to several Sustainable Development Goals (SDGs), such as improving health and well-being (SDG 3), fostering environmental education (SDG 4), increasing water efficiency (SDG 6), promoting sustainable consumption (SDG 12), and protecting biodiversity (SDG 15). These efforts also align with the creation of sustainable and resilient cities (SDG 11). The project's approach to integrating nature based solutions in urban spaces can serve as an exemplary model for future initiatives, demonstrating the effectiveness of collaborative, community-driven efforts in achieving long-term environmental and social sustainability.
The creation of a mini forest on campus had a broader set of objectives, including carbon dioxide (CO2) capture to combat climate change, improving air quality, reducing urban heat islands, enhancing campus biodiversity, and managing rainwater more effectively. This green space also served to raise awareness in the community about the importance of nature in urban environments and provided a space for relaxation and well-being.
To meet these objectives, the project fostered partnerships with local stakeholders, such as the city council, companies, and NGOs, which donated plants, compost, and materials for irrigation. Collaboration between students, faculty, staff, and even children from other schools helped create a hands-on learning experience about sustainability practices.
The project directly contributed to several Sustainable Development Goals (SDGs), such as improving health and well-being (SDG 3), fostering environmental education (SDG 4), increasing water efficiency (SDG 6), promoting sustainable consumption (SDG 12), and protecting biodiversity (SDG 15). These efforts also align with the creation of sustainable and resilient cities (SDG 11). The project's approach to integrating nature based solutions in urban spaces can serve as an exemplary model for future initiatives, demonstrating the effectiveness of collaborative, community-driven efforts in achieving long-term environmental and social sustainability.
The project aimed to enhance sustainability while improving aesthetics and the quality of experience for people through design and cultural benefits. One key objective was to transform classrooms into relaxing spaces by using plants to purify the air and reduce stress. The design of the "green room" was carefully planned, considering solar orientation and available space, with pots of various sizes, shapes, and colours placed along the sides and back. Trellises were added to allow plants to grow vertically, creating a dynamic natural environment. Hanging pots further promoted students’ proximity with the plants, making the room more inviting.
In another classroom, a large mural of a vibrant plant-filled landscape was installed on one wall, and plant images were placed on the opposite wall. The aim was to immerse students in nature through visual stimuli, enhancing the aesthetic quality of the space. These actions were monitored for their impact on stress reduction and cognitive function.
Additionally, the project responded to community feedback by creating more green spaces and leisure areas. Two biodiversity mini-islands were planted side by side, forming a mini-forest that provides a relaxing environment for the community.
This project is exemplary in design and quality of experience as it integrates nature into urban spaces, improving health and well-being, while promoting cultural enrichment. The combination of functional design and aesthetic appeal encourages interaction with nature, a key element in sustainable urban spaces and learning environments.
In another classroom, a large mural of a vibrant plant-filled landscape was installed on one wall, and plant images were placed on the opposite wall. The aim was to immerse students in nature through visual stimuli, enhancing the aesthetic quality of the space. These actions were monitored for their impact on stress reduction and cognitive function.
Additionally, the project responded to community feedback by creating more green spaces and leisure areas. Two biodiversity mini-islands were planted side by side, forming a mini-forest that provides a relaxing environment for the community.
This project is exemplary in design and quality of experience as it integrates nature into urban spaces, improving health and well-being, while promoting cultural enrichment. The combination of functional design and aesthetic appeal encourages interaction with nature, a key element in sustainable urban spaces and learning environments.
The key objectives of this project in terms of inclusion focus on accessibility, affordability, and the promotion of inclusive healthy environments that benefit all students. By transforming a traditional classroom into a biophilic learning space, this pilot project assesses the potential of using plants to promote healthier learning environments.
One of the main inclusion aspects addressed is accessibility. The green room was designed to be a welcoming space for all students, including those with disabilities. The furniture arrangement and the number of plants were planned to ensure easy mobility and a non-obstructive layout. Additionally, the improved air quality directly benefits students, making learning spaces safer and healthier for all.
Affordability was also a central concern. The project was fully sponsored by the institution, and the installation and maintenance costs were kept low, demonstrating that such initiatives can be replicated in other institutions without significant financial constraints.
From a governance perspective, the project fosters inclusivity by engaging students and faculty members. Surveys were conducted to incorporate users' opinions and expectations.
The design for all principle was embedded in the project's core by ensuring that the green room enhances cognitive abilities, reduces stress, and provides a more supportive learning environment. Studies show that students with anxiety and attention disorders benefit significantly from biophilic environments, improving their focus and overall well-being. By addressing these needs, the project creates a space where all students can thrive academically and personally.
This project promotes a new societal model where health, well-being, sustainability, and inclusivity are at the forefront of educational spaces. Since its implementation, it has inspired other institutions to replicate the concept, highlighting its scalability and fostering more inclusive and healthier learning spaces.
One of the main inclusion aspects addressed is accessibility. The green room was designed to be a welcoming space for all students, including those with disabilities. The furniture arrangement and the number of plants were planned to ensure easy mobility and a non-obstructive layout. Additionally, the improved air quality directly benefits students, making learning spaces safer and healthier for all.
Affordability was also a central concern. The project was fully sponsored by the institution, and the installation and maintenance costs were kept low, demonstrating that such initiatives can be replicated in other institutions without significant financial constraints.
From a governance perspective, the project fosters inclusivity by engaging students and faculty members. Surveys were conducted to incorporate users' opinions and expectations.
The design for all principle was embedded in the project's core by ensuring that the green room enhances cognitive abilities, reduces stress, and provides a more supportive learning environment. Studies show that students with anxiety and attention disorders benefit significantly from biophilic environments, improving their focus and overall well-being. By addressing these needs, the project creates a space where all students can thrive academically and personally.
This project promotes a new societal model where health, well-being, sustainability, and inclusivity are at the forefront of educational spaces. Since its implementation, it has inspired other institutions to replicate the concept, highlighting its scalability and fostering more inclusive and healthier learning spaces.
The project actively engaged the community through hands-on participation, integrating their perspectives into its development. From the beginning, students have been involved through consultations, workshops, and volunteer activities. Also, several stakeholders were involved, namely the municipality, companies and NGOs, that helped to develop the initiative.
As already mentioned, a key aspect of the project was the creation of two mini biodiversity islands (creating a mini forests), which were planted with the direct involvement of students, faculty, and local residents. These green spaces enhance urban biodiversity, contribute to climate resilience, and provide a learning platform for environmental awareness.
Additionally, a classroom with a natural green structure was implemented to improve air quality and student well-being. This green room, co-created with the university community, serves as a living lab, demonstrating nature based solutions in practice.
The impact of this involvement has been profound. By engaging participants in the design and implementation process, the project has fostered a strong sense of ownership and environmental stewardship. Students and citizens who took part in the planting activities now act as project ambassadors, promoting sustainability within their networks. Furthermore, civil society organizations, including environmental NGOs, companies and academic partners, have supported the initiative through knowledge sharing, and resource mobilization, ensuring long-term sustainability.
As already mentioned, a key aspect of the project was the creation of two mini biodiversity islands (creating a mini forests), which were planted with the direct involvement of students, faculty, and local residents. These green spaces enhance urban biodiversity, contribute to climate resilience, and provide a learning platform for environmental awareness.
Additionally, a classroom with a natural green structure was implemented to improve air quality and student well-being. This green room, co-created with the university community, serves as a living lab, demonstrating nature based solutions in practice.
The impact of this involvement has been profound. By engaging participants in the design and implementation process, the project has fostered a strong sense of ownership and environmental stewardship. Students and citizens who took part in the planting activities now act as project ambassadors, promoting sustainability within their networks. Furthermore, civil society organizations, including environmental NGOs, companies and academic partners, have supported the initiative through knowledge sharing, and resource mobilization, ensuring long-term sustainability.
The project was developed through a multi-level stakeholder engagement approach, ensuring collaboration that allowed the design and implementation of the project.
At the local level, students, faculty, and a NGO co-created two mini biodiversity islands and a bug hotel. Their participation in workshops, and planting, fostered a sense of ownership. A NGO and several companies contributed with expertise and materials to create the mini forest.
At the regional level, municipal authorities supported the initiative by donating several plants.
At the International level, a private company sponsored part of the project and provided in-kind donations, ensuring its feasibility and increasing visibility. 50 world-wide leaders from that private company were at ISEL planting with the community, the mini forest.
The added value of this multi-level engagement was the diverse perspectives and resources it brought. Local involvement ensured relevance and community ownership, regional and international actors provided support, funding, and expanded impact and visibility.
At the local level, students, faculty, and a NGO co-created two mini biodiversity islands and a bug hotel. Their participation in workshops, and planting, fostered a sense of ownership. A NGO and several companies contributed with expertise and materials to create the mini forest.
At the regional level, municipal authorities supported the initiative by donating several plants.
At the International level, a private company sponsored part of the project and provided in-kind donations, ensuring its feasibility and increasing visibility. 50 world-wide leaders from that private company were at ISEL planting with the community, the mini forest.
The added value of this multi-level engagement was the diverse perspectives and resources it brought. Local involvement ensured relevance and community ownership, regional and international actors provided support, funding, and expanded impact and visibility.
The design and implementation of the project integrated knowledge from several disciplines, ensuring a comprehensive approach to sustainability. Key fields included biology, education, and sustainability studies.
Biologists and sustainability experts were crucial in shaping the creation of the mini biodiversity islands and indoor green spaces, guiding the plant selection and design, ensuring the spaces enhanced urban biodiversity and air quality.
The interaction between these disciplines created a holistic approach, ensuring that the green spaces were ecologically effective and well-integrated. Educators translated scientific knowledge into accessible content for the young ones, while sustainability experts ensured the project’s alignment with global goals.
The added value of this interdisciplinary collaboration was the creation of a project that not only addressed environmental issues but also promote health, educational opportunities and long-term solutions for urban sustainability, highlighting the importance of diverse expertise in achieving complex goals.
Biologists and sustainability experts were crucial in shaping the creation of the mini biodiversity islands and indoor green spaces, guiding the plant selection and design, ensuring the spaces enhanced urban biodiversity and air quality.
The interaction between these disciplines created a holistic approach, ensuring that the green spaces were ecologically effective and well-integrated. Educators translated scientific knowledge into accessible content for the young ones, while sustainability experts ensured the project’s alignment with global goals.
The added value of this interdisciplinary collaboration was the creation of a project that not only addressed environmental issues but also promote health, educational opportunities and long-term solutions for urban sustainability, highlighting the importance of diverse expertise in achieving complex goals.
The project stands out for its innovative approach in integrating nature based solutions within an educational environment, focusing not only on environmental sustainability but also on the mental and physical well-being of students. Unlike mainstream actions, which typically focus solely on ecological benefits, this project uniquely combines urban biodiversity initiatives with a strong emphasis on improving student well-being through biophilic design.
A key innovation is the creation of a green classroom filled with plants and another one with a mural depicting a green landscape. While green spaces are increasingly integrated into urban planning, few educational projects specifically aim to assess the impact of indoor green spaces on stress reduction and overall mental health. By incorporating both physical green areas and visual green elements, the project addresses the need for nature in school environments, offering a holistic approach to well-being.
Additionally, the project integrates various disciplines such as environmental science, psychology, and education, fostering collaboration across fields that typically operate separately. This interdisciplinary approach allows for a more comprehensive understanding of how nature and green spaces can be used to enhance both the environment and the quality of life, setting a new standard for sustainability and well-being in educational settings.
A key innovation is the creation of a green classroom filled with plants and another one with a mural depicting a green landscape. While green spaces are increasingly integrated into urban planning, few educational projects specifically aim to assess the impact of indoor green spaces on stress reduction and overall mental health. By incorporating both physical green areas and visual green elements, the project addresses the need for nature in school environments, offering a holistic approach to well-being.
Additionally, the project integrates various disciplines such as environmental science, psychology, and education, fostering collaboration across fields that typically operate separately. This interdisciplinary approach allows for a more comprehensive understanding of how nature and green spaces can be used to enhance both the environment and the quality of life, setting a new standard for sustainability and well-being in educational settings.
The methodology used was structured ensuring that each phase was executed to achieve both environmental and well-being goals. The key steps included:
1. Selection of Spaces: Appropriate rooms were chosen for the green installations, focusing on areas with high student traffic to maximize the impact on well-being.
2. Selection of Indoor Plants and Pots: A careful selection of plants was made, prioritizing species that thrive in indoor environments and contribute to air quality improvement. The choice of pots was also considered to ensure proper drainage and plant growth.
3. Design: The green classroom and mural installation were carefully designed to create a calming and aesthetically pleasing environment. The design aimed to promote well-being and stress reduction, considering the space available without affecting the functioning of classes.
4. Acquisition and Installation: Plants and materials were sourced from local suppliers, and the installation process ensured a proper integration into the spaces. The green room was set up with an emphasis on IAQ improvement, while the mural was designed to create a relaxing atmosphere.
5. Irrigation and Monitoring: The project included the monitorization and comparison of plants growth. Half of the plants were irrigated with TWW and the other half with DW. Also, monitoring of the IAQ and environmental conditions was made. This data was essential for evaluating the impact of the green spaces on health and well-being over time.
6. Mini-islands Setup: The biodiversity islands were carefully planned, selecting the proper space, plant species, quantities and placement. The location was chosen based on available space, existence of a water point for irrigation and sunlight availability. Partnerships helped secure plants, compost and mulching materials.
7. Engagement with Schools: The project team actively reached out to schools to promote collaboration, aiming raising community awareness about the importance of NBS.
1. Selection of Spaces: Appropriate rooms were chosen for the green installations, focusing on areas with high student traffic to maximize the impact on well-being.
2. Selection of Indoor Plants and Pots: A careful selection of plants was made, prioritizing species that thrive in indoor environments and contribute to air quality improvement. The choice of pots was also considered to ensure proper drainage and plant growth.
3. Design: The green classroom and mural installation were carefully designed to create a calming and aesthetically pleasing environment. The design aimed to promote well-being and stress reduction, considering the space available without affecting the functioning of classes.
4. Acquisition and Installation: Plants and materials were sourced from local suppliers, and the installation process ensured a proper integration into the spaces. The green room was set up with an emphasis on IAQ improvement, while the mural was designed to create a relaxing atmosphere.
5. Irrigation and Monitoring: The project included the monitorization and comparison of plants growth. Half of the plants were irrigated with TWW and the other half with DW. Also, monitoring of the IAQ and environmental conditions was made. This data was essential for evaluating the impact of the green spaces on health and well-being over time.
6. Mini-islands Setup: The biodiversity islands were carefully planned, selecting the proper space, plant species, quantities and placement. The location was chosen based on available space, existence of a water point for irrigation and sunlight availability. Partnerships helped secure plants, compost and mulching materials.
7. Engagement with Schools: The project team actively reached out to schools to promote collaboration, aiming raising community awareness about the importance of NBS.
Several elements of the project have a high potential for replication.
1. Indoor Green Spaces: The concept of creating green rooms filled with plants to improve air quality and well-being is highly transferable. This can be implemented in various indoor environments such as offices, hospitals, or community centres, with the plants chosen based on the specific conditions of each space.
2. Mini Biodiversity Islands: The creation of mini biodiversity islands is another component that could be replicated. These small green spaces are ideal for urban areas and can be set up in schools, parks, or public spaces to promote biodiversity, improve air quality, and provide relaxation spots. The selection of plant species can be easily adapted to other regions.
3. Green Mural: The use of a mural as a visual element promoting well-being is a simple but impactful solution that can be applied to different spaces. Murals depicting nature can be created in schools, libraries, hospitals, or offices to foster a calming and nature-connected atmosphere.
4. Monitoring Technology: The use of monitoring tools to assess IAQ and environmental conditions is a technological aspect that can be adopted in other projects elsewhere. This data-driven approach ensures that green installations are effective and sustainable.
5. Engagement with Local Partners: The partnerships with local suppliers for plants, compost, and mulching materials can be replicated in other contexts, fostering local collaboration. Engagement with the community to raise awareness about sustainability and well-being can be transferred to other areas to build a culture of environmental stewardship.
6. Scientific Collaboration: The importance of interdisciplinary collaboration, integrating diverse specialists from engineering, environmental science, biology and psychology is also transferable. The project’s evaluation on stress reduction and well-being can be used for future initiatives relating nature and mental health.
1. Indoor Green Spaces: The concept of creating green rooms filled with plants to improve air quality and well-being is highly transferable. This can be implemented in various indoor environments such as offices, hospitals, or community centres, with the plants chosen based on the specific conditions of each space.
2. Mini Biodiversity Islands: The creation of mini biodiversity islands is another component that could be replicated. These small green spaces are ideal for urban areas and can be set up in schools, parks, or public spaces to promote biodiversity, improve air quality, and provide relaxation spots. The selection of plant species can be easily adapted to other regions.
3. Green Mural: The use of a mural as a visual element promoting well-being is a simple but impactful solution that can be applied to different spaces. Murals depicting nature can be created in schools, libraries, hospitals, or offices to foster a calming and nature-connected atmosphere.
4. Monitoring Technology: The use of monitoring tools to assess IAQ and environmental conditions is a technological aspect that can be adopted in other projects elsewhere. This data-driven approach ensures that green installations are effective and sustainable.
5. Engagement with Local Partners: The partnerships with local suppliers for plants, compost, and mulching materials can be replicated in other contexts, fostering local collaboration. Engagement with the community to raise awareness about sustainability and well-being can be transferred to other areas to build a culture of environmental stewardship.
6. Scientific Collaboration: The importance of interdisciplinary collaboration, integrating diverse specialists from engineering, environmental science, biology and psychology is also transferable. The project’s evaluation on stress reduction and well-being can be used for future initiatives relating nature and mental health.
The project addresses several global challenges, providing innovative local solutions.
One of the key global issues it tackles is climate change, particularly through CO2 sequestration and air quality improvement. By creating green zones, such as the mini biodiversity islands and the green room, the project contributes to capturing carbon dioxide and enhancing the air quality in the school environment. This helps to mitigate the negative effects of urban pollution, making cities healthier places to live.
Another global challenge the project addresses is the urban heat island effect. Urban areas often experience higher temperatures due to the extensive use of concrete and asphalt. The introduction of green spaces helps to reduce these temperatures by providing shade, increasing evapotranspiration, and cooling the environment. This not only improves the quality of life for urban dwellers but also contributes to overall climate resilience.
In addition, the project supports biodiversity conservation in urban settings. By promoting plant diversity, in green spaces, this kind of projects helps increase biodiversity within cities. This is crucial for supporting ecosystems and maintaining ecological balance, particularly in areas where natural habitats have been reduced due to urbanization.
The project also addresses water management challenges by improving local water cycles. The promotion and conservation of permeable green areas, such as the mini biodiversity islands, helps reduce surface water runoff, increases water infiltration into the soil, and assists in the recharge of underground aquifers. This approach not only prevents flooding but also enhances the sustainability of water resources, benefiting ecosystems and communities.
By tackling these global challenges with local, nature based solutions, the project demonstrates how small-scale initiatives can have a significant positive impact on the environment and contribute to broader global sustainability goals.
One of the key global issues it tackles is climate change, particularly through CO2 sequestration and air quality improvement. By creating green zones, such as the mini biodiversity islands and the green room, the project contributes to capturing carbon dioxide and enhancing the air quality in the school environment. This helps to mitigate the negative effects of urban pollution, making cities healthier places to live.
Another global challenge the project addresses is the urban heat island effect. Urban areas often experience higher temperatures due to the extensive use of concrete and asphalt. The introduction of green spaces helps to reduce these temperatures by providing shade, increasing evapotranspiration, and cooling the environment. This not only improves the quality of life for urban dwellers but also contributes to overall climate resilience.
In addition, the project supports biodiversity conservation in urban settings. By promoting plant diversity, in green spaces, this kind of projects helps increase biodiversity within cities. This is crucial for supporting ecosystems and maintaining ecological balance, particularly in areas where natural habitats have been reduced due to urbanization.
The project also addresses water management challenges by improving local water cycles. The promotion and conservation of permeable green areas, such as the mini biodiversity islands, helps reduce surface water runoff, increases water infiltration into the soil, and assists in the recharge of underground aquifers. This approach not only prevents flooding but also enhances the sustainability of water resources, benefiting ecosystems and communities.
By tackling these global challenges with local, nature based solutions, the project demonstrates how small-scale initiatives can have a significant positive impact on the environment and contribute to broader global sustainability goals.
The project has achieved several outcomes and impacts, namely:
1. Health and Well-being of Students: The introduction of plants into indoor spaces has improved indoor air quality (IAQ), helping purify the air and reduce pollutants. The biophilic solutions, included in the green room, have reduced stress and enhanced mental well-being, contributing to a calming and comfortable environment for students.
2. Increased Urban Biodiversity and Environmental Benefits: By creating biodiversity islands (mini forests), the project has enhanced urban biodiversity and improved soil quality. It has also facilitated carbon sequestration, improved outdoor air quality, and reduced the urban heat island effect. Additionally, the green spaces have reduced surface water runoff and promoted aquifer recharge, contributing to better water management. Also, the use of TWW in the green room contributed to improve urban water management.
3. Awareness about Air Quality: The project has raised awareness among students and the broader community about the importance of both indoor and outdoor air quality. By involving students, the project has fostered a deeper understanding of the role of plants and green spaces in improving air quality and health.
4. Promotion of Nature Based Solutions: The project has increased awareness regarding nature-based solutions within the community. Educational outreach and hands-on involvement have helped students, faculty and staff understand how nature can be integrated into urban environments to address global challenges such as climate change and urbanization.
Direct beneficiaries include students, faculty and school staff who benefit from improved well-being, air quality, and green spaces. Indirect beneficiaries include the broader community, as the project has raised public awareness about the value of green spaces. The project has generated tangible benefits in health and sustainability, contributing to local and global sustainability goals.
1. Health and Well-being of Students: The introduction of plants into indoor spaces has improved indoor air quality (IAQ), helping purify the air and reduce pollutants. The biophilic solutions, included in the green room, have reduced stress and enhanced mental well-being, contributing to a calming and comfortable environment for students.
2. Increased Urban Biodiversity and Environmental Benefits: By creating biodiversity islands (mini forests), the project has enhanced urban biodiversity and improved soil quality. It has also facilitated carbon sequestration, improved outdoor air quality, and reduced the urban heat island effect. Additionally, the green spaces have reduced surface water runoff and promoted aquifer recharge, contributing to better water management. Also, the use of TWW in the green room contributed to improve urban water management.
3. Awareness about Air Quality: The project has raised awareness among students and the broader community about the importance of both indoor and outdoor air quality. By involving students, the project has fostered a deeper understanding of the role of plants and green spaces in improving air quality and health.
4. Promotion of Nature Based Solutions: The project has increased awareness regarding nature-based solutions within the community. Educational outreach and hands-on involvement have helped students, faculty and staff understand how nature can be integrated into urban environments to address global challenges such as climate change and urbanization.
Direct beneficiaries include students, faculty and school staff who benefit from improved well-being, air quality, and green spaces. Indirect beneficiaries include the broader community, as the project has raised public awareness about the value of green spaces. The project has generated tangible benefits in health and sustainability, contributing to local and global sustainability goals.
