Teachers' interpretation of “learning through landscapes” in egyptian school grounds

Abstract EN

Away from the typical indoor classroom “Industrial assembly -line” model, manycountries started to adopt „Learning through landscapes‟ LTL that promotesstudents‟ engagement with nature.

This primarily takes place in school grounds.

The present research i nvestigates teachers‟ insights on how the design ofplaygrounds in Egyptian public schools may accommodate the requirements ofLTL.

It employs qualitative analyses to semi-structured interviews interviews thatinvolved 23 teachers.

The study concluded to the main school-ground features in support to LTL goals.

These included: Improved Attainment, Interaction with Nature and Biodiversity, Physical and Mental Health, Psychological Wellbeing, and Social Relationships.

This paper will only highlight glimpses of the „improved attainment‟ findings andits sub-categories, i.

e.

Productivity, Creativity, Creative educational methods, Understanding and Play Learning.

The findings are discussed in the light of relevantliterature, together with teachers‟ recommendation s for the development of schoolground design to cater for LTL objectives more effectively.