Ascending to Well-Being through Mediated Spaces: An Alternative to Informal Learning and Physical Activity Environments in Vertical Schools

Abstract

The correlation between health and well-being, outdoor activity, and the natural environment in learning environments has been recognised by pioneers like Samuel Wilderspin and modern theorists like Maria Montessori, who have underscored the importance of integrating nature into school designs to foster connections between students, teachers, and the community, thereby promoting physical, social, and mental well-being. However, for schools in hot–humid climatic regions in densely populated cities of Southeast Asia, reduced time spent in nature due to adverse climatic conditions has led to an increasingly inactive lifestyle, impacting children’s health and well-being. Overpopulation in major cities, such as those in Southeast Asia, further exacerbates this challenge, leading to a scarcity of land and the rise of high-rise buildings, including vertical schools. This article explores the evolving learning environment for children, emphasising the critical correlation between well-being, nature, and school settings. It evaluates case studies of best practices in learning environment design, focusing on how architecture can support pedagogical goals. The analysis identifies spaces that affect well-being, termed mediated spaces, and recommends guidelines for such spaces tailored to vertical schools in hot–humid climates. The methodology includes a literature review of learning theories, the integration of learning environments with nature, and biophilic design. This review forms the basis for developing adaptable design guidelines tailored to hot–humid climates. Additionally, case study analyses of exemplary schools are conducted to identify mediated spaces that enhance well-being and adapt these findings to vertical school designs.