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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXIV October 2025

Empowering Student Well-Being with Sustainable Innovations at

Perdana Botanical Garden

Nur Idzhainee Hashim,

Mohammad Irfan Alif Abdul Rahman,

Nor Hanisah Mohd Hashim,

Suzana

Ahmad

Faculty of Built Environment, Universiti Teknologi MARA 40450 Shah Alam, Selangor Darul Ehsan

Faculty of Computer and Mathematical Sciences, Universiti Teknologi MARA 40450 Shah Alam,

Selangor Darul Ehsan

DOI: https://dx.doi.org/10.47772/IJRISS.2025.924ILEIID0062

Received: 23 September 2025; Accepted: 30 September 2025; Published: 31 October 2025

ABSTRACT

This study explores smart and sustainable innovations aimed at enhancing the well-being and learning

experiences of university students at Perdana Botanical Garden (PBG). The research focuses on two primary

objectives: first, to deliver engaging and accessible information about PBG through smart digital platforms and

second, to promote student well-being and learning by implementing sustainable, student-friendly initiatives

within the garden. The idea of this innovation addresses the existing information gap by delivering accessible,

real-time, and engaging content that enhances the overall visitor experience throughout the PBG. A structured

questionnaire was developed to gather student perspectives on awareness, perception, and preferences

regarding this innovation. The findings collectively highlight significant insights supporting the various ways

in which PBG promotes overall well-being through emotional, social, and physical health thereby positioning

it as a dynamic hub for student innovation. The implications of this research suggest that integrating smart

innovation and sustainability within urban green spaces can significantly improve student engagement,

environmental awareness, and overall quality of life through nature based and technology driven solutions.

Keywords: Botanical Garden, Innovation, University Students, Sustainability, Well – Being and Learning

INTRODUCTION

Academic, social, and technological pressures affect university students more than ever which may impact

both their well-being and academic performance (Misra, 2000; Bayram & Bilgel, 2008). Stress and anxiety

with technology use and not engaging in person social connections can greatly limit students from outdoor

recreation or social interactions even more, showing that access to green space is give the potential to include

all students. A greater understanding of natural environments can lead to reduced stress, increased cognitive

function, and better emotional balance, supporting Attention Restoration Theory (Kaplan & Kaplan, 1989) and

Stress Reduction Theory (Ulrich et al., 1991).

Perdana Botanical Garden (PBG) as the oldest urban green space in Malaysia, offers opportunities for mental

restoration, physical activity and socialization. Gardens such as PBG, have been associated with decreased

loneliness, improved concentration, and a greater sense of community belonging among students (Roe et al.,

2013; Maas et al., 2008). However, several barriers including a lack of knowledge, issues relating to getting to

the park and no programs designed for students, contribute to students not realizing the full potential of PBG

(Goh & Mahmood, 2016). To address these gaps, innovative ideas that are smart and sustainable digital

engagement, mindfulness programs and eco-innovation, could all play a role to help transform PBG into a

living laboratory focused on students. This study introduces ways to think differently about PBG and transform

it into an innovation hub, that enhances wellbeing, learning opportunities for students while promoting

sustainable urban living.

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ILEIID 2025 | International Journal of Research and Innovation in Social Science (IJRISS)

ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXIV October 2025

METHODOLOGY

This study used a quantitative research design and cross-sectional survey method to understand how smart and

sustainable innovations can improve student well-being and learning at (PBG). The target population for this

study was 384 university students from Kuala Lumpur and Selangor as they are important users’ group of

urban green spaces. Respondents were selected using convenience sampling based on their availability and

willingness to engage. This method provided direct, quantifiable insights into the extent to which digital

engagement and sustainability-related programs can be actively utilized in supporting the role of PBG in

enhancing student well-being and their learning.

RESULTS AND DISCUSSION

Table 1 Distribution of Survey Respondents by University

University

Frequency (n)

Percentage (%)

Universiti Teknologi Mara

11.9

Universiti Kebangsaan Malaysia

9.6

Universiti Malaya

11.6

Universiti Putra Malaysia

9.1

University Of Manipal

Perdana University

7.8

UUM Kampus Kuala Lumpur

UNITAR University College

9.3

Universiti Kuala Lumpur

BERJAYA University College

7.5

SEGi College Kuala Lumpur

12.2

City University Malaysia

5.4

The composition of the university showed a wide-ranging, consisting of representation of students from

different university institutions in Kuala Lumpur and Selangor, through both private and public universities.

The survey responded to the diversity of students that the representation can provide, since the largest grouping

of students responding came from SEGi College Kuala Lumpur at 12.2% of the sample of the total 386

students. This was closely followed by Universiti Teknologi Mara (UiTM) at 11.9 %, Universiti Malaya (UM)

at 11.6 %, and UNITAR University College at 9.3 percent. Other significant contributors included Universiti

Kebangsaan Malaysia (9.6 %), Universiti Putra Malaysia (9.1 %), Universiti Utara Malaysia Kampus Kuala

Lumpur (8.0 %), Perdana University (7.8 %), Universiti Kuala Lumpur (7.0 %), BERJAYA University College

(7.5 %), and finally, City University Malaysia (5.4 %).

Interestingly, students from Manipal University College Malaysia, situated outside of Kuala Lumpur and

Selangor, were also present in the sample. This finding serves to emphasize that PBG is an attractive factor of

students outside of the current geographical target area, therefore, it can be considered as significant globally

as an urban green space, not only as a local attraction.

The results in Table 2 indicate that students tend to agree with high mean scores regarding how much they get

impact from PBG, especially in relation to mental health. From the findings, the highest mean was 4.21 for the

statement, "I feel that visiting PBG” really helps to reduce my stress." This demonstrates how beneficial it is

for university students to have a resource like this garden available, especially since stress is an issue for them.

It has been demonstrated in the literature that access to green space such as walking through a botanical garden

provide a restorative environment that can reduce stress, mental fatigue and some of the signs often have

negative outcome on our psychological well-being (Van Den Berg et al., 2010). Related to this, students with

the pressures of university life, study deadlines, or some other personal challenge can often be stuck in a

feeling of ongoing pressures, and many will have numerous personal challenges impacting them

simultaneously. They need a place that they can escape, get lost in nature, feel refreshed, and not worry for a

short while.

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ISSN: 2454-6186 | DOI: 10.47772/IJRISS

Special Issue | Volume IX Issue XXIV October 2025

Thus, when students can go for a walk through the gardens and feel safe and have access to peaceful

experiences, that were just passionate displays of nature expressing itself, they were able to feel relaxed again

or balance their mental health. This was especially important if they are studying after a time that they left their

homes. Again, even tending to their own psychological health, knowing that such access to a diverse range of

calming experiences helped to improve their emotional strength and for them to process their immediate

journeys, or day-to-day experiences that unintentionally contributed to their anxious states. So, access to the

gardens is not only a passive pleasure but also getting students closer to development of psychological well-

being in a meaningful way so they can either get back to the academic success or personal challenges they

faced.

The second highest mean of 4.19 relates to the statement, "One time in the garden helps me focus on my

studies better," pointing to the mental abilities related to being in and around natural environments. A wide

range of research findings supports the idea that interaction with green space is associated with improved

attention restoration and reduced mental fatigue resulting in both of which are important for learning and

academic performance (Berman et al., 2008). Botanical gardens provide calm and visually complex settings

that give students the opportunity to take a mental break, refresh their cognitive reserve, and assume their

academic work with more focused intent and clarity. As a theory, attention restoration model suggests that

natural settings allow students to recover the brain's capacity to focus through a reduced scope of the gentle

stimulation from a space where they do not have to focus intensely as students do when study (Kaplan &

Kaplan, 1989). Given the large mental load of university students, access to green space in locations such as

PBG provides direct access to improved academic performance in terms of levels of focus, to learn more

efficiently, and sustained mental effort, thus highlighting the educational as well as recreational advantages of

the garden.

Furthermore, the lowest mean scores of 4.16 represent three statements regarding two general well-being

categories ranging from emotional, social cohesion and being physically active, but students expressed agree

that they felt the garden positively contributed to their well-being. The emotional well-being item, "spending

time in PBG improves my overall emotional well-being," is aligned with research indicating natural green

spaces enhance emotional resilience and contribute to diminishing anxiety and buffering the symptoms of

depression (Hartig et al., 2014). Natural green spaces promote relaxation and mindfulness, which offer a buffer

to reducing psychological distress. Regarding the students' social benefits of the garden, the students agree that

"visiting PBG increases my sense of belonging to a community," clarifying the garden provides students with a

social space for relationships to develop, and social interaction and social support, where both are distinct yet

important facets of mental health (Jennings & Gaither, 2015). Lastly, the statement "I am more likely to walk

or jog when I go to PBG" highlights the promotion of activity through access to green space, which is linked to

positive physical health outcomes and decreased risk for lifestyle-related diseases (Lee & Maheswaran, 2011).

These findings collectively support the numerous ways that PBG promotes general health through emotional,

social, and physical health which is necessary for university students' continued development and learning.

Table 2 Descriptive Statistic of the impact on Botanical Garden in Enhancing University Student Well-Being

and Learning

Statement

Strongly

Disagree

Neutral

Agree

Strongly Agree

Mean

Enhanced Mental Health

I feel that visiting Perdana Botanical Garden

really helps to reduce my stress.

176

163

4.21

2.3

4.1

5.7

45.6

42.2

I believe that spending time in Perdana Botanical

Garden improves my overall emotional well-

being.

176

158

4.16

3.6

4.1

5.7

45.6

40.9

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Special Issue | Volume IX Issue XXIV October 2025

Improved Academic Performance

Being in the garden helps me focus better on my

studies.

171

161

4.19

2.1

4.1

7.8

44.3

41.7

I think that the Perdana Botanical Garden helps

me feel less tired in my mind, which makes my

studying better.

173

159

4.18

1.8

6.2

44.8

41.2

Increased Social Well-Being

I feel that Perdana Botanical Garden provides me

with opportunities to connect with other people.

175

160

4.17

2.3

6.7

4.1

45.3

41.5

I believe that visiting Perdana Botanical Garden

increases my sense of belonging to a community.

166

161

4.16

2.8

5.2

7.3

161

Better Physical Health

I am more likely to walk or jog when I go to

Perdana Botanical Garden.

170

158

4.16

2.1

5.7

7.3

40.9

I feel that Perdana Botanical Garden encourages

me to maintain a healthier lifestyle.

177

163

4.19

2.8

3.1

45.9

42.2

The findings in Table 3 show that many students noticed that social and transportation barriers prevented them

from visiting PBG, with the highest mean score of 4.15 caused by lack of friends to attend with is an important

social constraint. This is an example of how companionship can be an important reason for students to

participate in leisure activities. Many students may be less strongly encouraged to go to the garden alone and

may feel lonely or rely on their friends for emotional support. Association with friends, often makes the

outdoor experience richer, enjoyable, and rewarding. These social functions are extremely important to

university students, who depend on their friends in both emotional and psychological functions.

This is combined by using the same mean for the lack of public transportation or parking and highlights the

lack of practical access to the garden. Transportation is important for students who may not own cars or are

faced with time constraints. When considered overall together, these two constraints reveal the primary

importance of social connection and access to social connection in helping to determine participation. The

social and therapeutic advantages of the garden will be maximally realized by addressing these issues (Smith

& Jones, 2018; Chen et al., 2018).

In addition, the item mean score of 4.13 showed how much pressure students experience, in terms of their

studies, and is one of the barriers to engaging in the garden. Students can often be extremely occupied with

studies, due or heavy course loads, assignments, and tests to the point where they can spend all their time and

mental space into just getting their coursework done and engaging in leisure activities becomes nearly

impossible. This situation shows every often physically restrictive reality of university life where the demands

of studying take first place over the simple act of recharging. A lack of ability to search for good leisure time to

visit such place, as PBG, can impact student's mental wellness negatively, as breaks that involve access to

nature are widely known to decrease stress and have a positive impact on their moods. Therefore, academic

workload not only presents an intellectual challenge, but it may also reduce balanced living. Getting breaks

and scheduled recreational conduct can alleviate this constraint, allowing students to add leisure back into their

daily lives (Lee & Kim, 2019).

In a different way, statement "It was difficult for me to get to Perdana Botanical Garden", which received the

lowest mean rating of 3.46, suggests that while there are some concerns regarding way finding or access, these

are seen as being less of an issue than the academic and social constraints. In other words, while some students

may face physical access issues such as public transport options or distance, these are not considered to be the

biggest concerns. Still, even the slightest discomfort or barrier of getting to the garden, can limit students'

freedom and frequency of visits. Thus, improvements to access such as public transport route, shuttle services,

parking options which can still serve to help students engage with the garden. As access is an essential

requirement of participation, it is a valid concern when looking to overcome other barriers. Therefore, if the

student community thinks that improved logistics are significant concerns to address, it is also an important

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idea to ensure students can fully know the educational and restorative qualities of the garden (Chen et al.,

2018).

Table 3 Descriptive Statistic of the Barriers on Botanical Garden in Enhancing University Student Well-Being

and Learning

Statement

Strongly

Disagree

Neutral

Agree

Strongly

Agree

Mean

Time Constraints and Academic

Pressure

My heavy study schedule stops me from

visiting Perdana Botanical Garden.

163

156

4.12

2.5

5.7

9.1

42.2

40.4

Having many assignments and tests makes

it hard for me to find time to go to Perdana

Botanical Garden.

157

155

4.13

3.1

4.7

8.8

43.3

40.2

Social Isolation and Loneliness

Feeling lonely makes me less likely to visit

Perdana Botanical Garden.

171

148

4.07

3.6

6.5

7.3

44.3

38.3

Not having friends to go with stops me

from visiting Perdana Botanical Garden.

172

156

4.15

2.8

5.2

44.6

40.4

Digital Overload and Technology

Addiction

Spending too much time on my phone or

computer makes me not want to visit

Perdana Botanical Garden.

168

160

4.06

4.7

43.5

38.9

I like using my phone or computer more

than spending time in places like Perdana

Botanical Garden.

174

151

4.11

3.9

4.9

45.1

39.1

Accessibility and Transportation

It is difficult for me to get to Perdana

Botanical Garden.

166

153

3.46

3.1

5.4

39.6

8.8

Not having good public transport or

parking stops me from visiting Perdana

Botanical Garden.

171

160

4.15

3.6

5.4

5.2

44.3

41.5

Enhancing Visitor Engagement through Smart Information Delivery

One key recommendation for PBG is the use of smart or digital information delivery systems to improve

accessibility and engagement with students. One of the most common barriers highlighted in findings collected

throughout the study was the lack of awareness of the garden's facilities, programs, and activities. To solve

this, PBG could consider developing a mobile application that could provide interactive mapping, information

about facilities, direct notifications about future events and programs specifically aimed at university students.

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Through these features visitors can use mobile app or digital kioks to select routes based on difficulty or mood.

Moreover, information from real – time environmental data such as air quality temperature, biodiversity can

show along the trail at PBG to encourage environmental awareness. Research shows that digital platforms can

increase visitor and user engagement and awareness in public spaces with real-time, user-centred information

(Nguyen et al., 2021). Additionally, Augmented Reality (AR) options can be developed in the app, enabling

students to identify plants, follow trails, and educate themselves through interactive content which will

enhance their educational and leisure experiences. Research indicates that AR messaging in parks is effective

for increasing visitor satisfaction and stimulating learning outcomes, especially considering groups of visitors

who are younger and made up of students (Zhang et al., 2024). In addition, increasing PBG’s social media

reach is crucial to reaching students where they spend most of their time. Specialized campaigns, reinforced by

student challenge, engagement polls, and informative content, can increase reach and encourage habitual

revisiting. All these changes would collectively impact the way students interact with PBG, making it easier,

more informative, and perhaps a little more relevant in students' everyday lives.

Integrating Student-Centred Programs for Well-Being and Learning

The second recommendation is to develop student-centred programs that are recreational, educational, and

health or wellness-based within PBG. Many university students experience stress from academic pressures, as

well as social pressures, often leaving them overwhelmed and anxious, even depressed. It is known that

exposure to natural environments is connected to improvements to psychological well-being and decreased

stress (Ulrich et al, 1991; Roe et al., 2013). The creation of Mindfulness Trails with QR codes for guided

meditation and audio relaxation resources could allow for self-care for students while they are exploring with

their friends. The garden can also incorporate the Living Classroom concept which creates opportunities for

experiential learning in fields like botany, psychology, and environmental studies. This adds more interactive

elements to education and may encourage students to consider the garden as an extension of their formal

education. Previous research has documented the need to integrate outdoor environments into formal education

to facilitate improvement with focus and creativity and learning (Olszewska-Guizzo et al., 2022). PBG can

also enhance student creativity and leadership through eco-art exhibitions, cultural programs, student-

organized hackathons and the promotion of student collaboration, community building and invention while

also creating knowledge (Kingsley & Townsend, 2006). By challenging PBG to integrate program

possibilities where it relates to students’ academic and personal needs, PBG can become an inspiration for

student development that embraces all aspects of student life.

Promoting Sustainability and Eco-Innovation in Botanical Garden Management

These eco-innovations provide a direct benefit to students and promote PBG as a national model for urban

green space and sustainable urban green space development. Even better, when these innovations exist within

sustainability, many concerned youths will find sufficient reasons to continue visiting public green spaces

while meeting Malaysia's sustainability objectives.

CONCLUSION

As a conclusion, these findings offer a major impact for university administrators, PBG staff and DBKL to

optimize the potential of the garden to promote and help students' social, mental and physical well-being. As

Delbert et al. (2024) concluded, addressing mental health in university populations requires proactive

approaches that promote physical activity and social connection. This study also identified key barriers that

restrict students' ability to utilise PBG, such as access challenges, lack of social connection, and limited mental

stamina for extra-curricular engagement. Addressing these barriers will require purposeful innovation that

connects digital action plans, student-centred programming, and sustainable architecture.

This study suggested three important areas for innovation. Firstly, smart information delivery via mobile

applications, augmented reality, and social media campaigns can help improve accessibility and knowledge of

PBG. Secondly, student-centred programming could improve student wellbeing and academic engagement

through mindfulness trails, living classrooms, and student-led eco-art projects, which build student capacity as

well. Thirdly, ecological innovation and environmental sustainability can advance green pedagogies while also

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representing sustainable solutions to PBG to support students. These innovations tie in with global trends in

nature-based approaches to therapy and therapeutic spaces which have become increasingly prevalent in

campus level well-being strategy (Ribeiro et al., 2024).

In the end, this research demonstrates that by strategically engaging in botanical gardens, students can practice

self-care, develop resilience, and enhance cognitive functioning. By utilizing smart technologies, developing

sustainable practice and implementing inclusive programming, PBG might transform into a living laboratory

for student learning and well-being and a template for urban universities globally to follow and grow.

ACKNOWLEDGEMENTS

The authors gratefully acknowledge the contributions of the respondents, who were among the visitors, for

their valuable insights and perspectives, which significantly contributed to the success of this research and its

findings.

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