Exploring The Green Outdoor Learning Space Toward Producing a Happier Graduate

Outdoor learning has now begun to regain its place after being largely absent for almost two years, during which time it was conducted primarily through virtual classes due to the COVID-19 pandemic in 2020. Green outdoor learning space is outside of the door and outside of the wall, merged with an atmosphere of natural surroundings of living and non-living elements on Earth. Nowadays, adolescents’ prevalence experience mental disorders, accounting for 13% of the global burden of disease in the age group of 10-19 years old, especially depression, anxiety, and stress (National Healthcare Quality and Disparities Report, 2022). This study aims to foresee the correlation between gender and outdoor learning space in increasing the happiness level of graduates. Therefore, a green outdoor learning space will boost their happiness levels and act as a health therapy. A descriptive analysis using online questionnaires was carried out to obtain the students’ happiness levels. This study reveals the preferences of landscape architecture students who were exposed to both outdoor and indoor learning styles. Analyzed data using SPSS Statistics 23 reveals female and male students were highly correlated. Outdoor classes in the morning session increase happiness levels compared to the afternoon and evening. This study seeks to guide higher institutions in allocating the appropriate schedule of time to undergo outdoor learning to increase the happiness level of the students.

green, outdoor learning, gender, happiness

1. Abdullah, F., Yaman, M., Nur, A., Sanusi, Z., Asif, N., & Salim, F. (2021). Significant Design Attributes for Outdoor Learning Environment in Higher Learning Institutions. Journal of Architecture, Planning & Construction Management, 11(1), 2021. [Google Scholar] [Crossref]

2. Abdullah, M., Noor, W., Wan, A., Teh, M. Z., & Ghani, I. (2018). Exploring the Importance of Outdoor Environment in Developing Self-Experience of a Child. Asian Journal of Quality of Life (AjQoL), 3(12), 69–76. [Google Scholar] [Crossref]

3. Abdullah, M., Teh, M. Z., Ali, W. N. A. W., & Hamzah, H. (2022). Children Preferred Environment in Engaging Play - Based Learning ( PBL ): Indoor or Outdoor. 7th Inspirational Scholar Symposium ISS2022, Malaysia Children, 7, 237–244. [Google Scholar] [Crossref]

4. Abdullah, M., Teh, M. Z., Noor, W., & Wan, A. (2023). An Exploration of Children Play Learning Space at Seri. International Journal of Sustainable Construction Engineering and Technology, 14(5), 305–313. https://publisher.uthm.edu.my/ojs/index.php/IJSCET/article/view/15284 [Google Scholar] [Crossref]

5. Akarsu, A. H. (2025). Beyond the walls: Investigating outdoor learning experiences of social studies teacher candidates in Türkiye. Teaching and Teacher Education, 154(October 2024), 104876. https://doi.org/10.1016/j.tate.2024.104876 [Google Scholar] [Crossref]

6. Björklid, P., & Nordström, M. (2003). Children’s Outdoor Environment – A reality with different interpretations. An international comparative study. [Google Scholar] [Crossref]

7. Dring, C. C., Lee, S. Y. H., & Rideout, C. A. (2020). Public School Teachers’ Perceptions of What Promotes or Hinders Their use of Outdoor Learning Spaces. Learning Environments Research, 23(3), 369–378. https://doi.org/10.1007/s10984-020-09310-5 [Google Scholar] [Crossref]

8. Grindheim, L. T., Sørensen, H. V., & Rekers, A. (2021). Outdoors and Nature in Pedagogical Practices and in Cultural Historical Theory. International Perspectives on Early Childhood Education and Development, 34, 1–21. https://doi.org/10.1007/978-3-030-72595-2_1 [Google Scholar] [Crossref]

9. Hodson, C. B., & Sander, H. A. (2019). Relationships Between Vegetation in Student Environments and Academic Achievement Across the Continental U.S. Landscape and Urban Planning, 189(April), 212–224. https://doi.org/10.1016/j.landurbplan.2019.04.027 [Google Scholar] [Crossref]

10. Ju, J., Wei, S. J., Savira, F., Suharsono, Y., Aragão, R., Linsi, L., Editor, B., Reeger, U., Sievers, W., Michalopoulou, C., Mimis, A., Editor, B., Ersbøll, E., Groenendijk, K., Waldrauch, H., Waldrauch, H., Bader, E., Lebhart, G., Neustädter, C., … Saillard, Y. (2020). Designing an outdoor learning environment for and with a primary school community: A case study in Bangladesh. Journal of Chemical Information and Modeling, 45(1), 95–110. https://doi.org/10.1080/01426397.2019.1569217 [Google Scholar] [Crossref]

11. Li, H., Du, J., & Chow, D. (2024). Perceived Environmental Factors and Students’ Mental Wellbeing in Outdoor Public Spaces of University Campuses: A Systematic Scoping Review. Building and Environment, 265(August), 112023. https://doi.org/10.1016/j.buildenv.2024.112023 [Google Scholar] [Crossref]

12. Loebach, J., & Cox, A. (2022). Playing in ‘The Backyard’: Environmental Features and Conditions of a Natural Playspace Which Support Diverse Outdoor Play Activities among Younger Children. International Journal of Environmental Research and Public Health, 19(19), 1–35. https://doi.org/10.3390/ijerph191912661 [Google Scholar] [Crossref]

13. Matsuoka, R. H. (2010). Landscape and Urban Planning Student Performance and High School Landscapes : Examining the Links. Landscape and Urban Planning, 97(4), 273–282. https://doi.org/10.1016/j.landurbplan.2010.06.011 [Google Scholar] [Crossref]

14. North Carolina (NC) State University, C. of D. (2012). Benefits of Connecting Children with Nature: Why Naturalize Outdoor Learning Environments. Www.Naturalearning.Org, 1–4. [Google Scholar] [Crossref]

15. Tun Ismail, W. N. A., Kamarudin, M. K. A., Awang Noh, N., Abu Bakar, N., & Ibrahim, A. (2023). Mediation Role of Intention in the Environmental Attitude-Behavior Relationship. Planning Malaysia, 21(6), 374–383. https://doi.org/10.21837/pm.v21i30.1407 [Google Scholar] [Crossref]

16. Vujičić, L., Tambolaš, A. Č., & Zlatar, S. (2021). Preschool Teachers ’ Attitudes Towards the Use Of Outdoor Space as Learning Place. Proceedings of INTED2021 Conference 8th-9th March 2021 9092, March, 9092–9101. [Google Scholar] [Crossref]

17. Wyver, S. (2019). The Influence of Outdoor Play on Social and Cognitive Development. In Encyclopedia on Early Childhood Development (pp. 1–7). https://www.child-encyclopedia.com/outdoor-play/according-experts/influence-outdoor-play-social-and-cognitive-developmen [Google Scholar] [Crossref]

• Assessment of the Role of Artificial Intelligence in Repositioning TVET for Economic Development in Nigeria
• Teachers’ Use of Assure Model Instructional Design on Learners’ Problem Solving Efficacy in Secondary Schools in Bungoma County, Kenya
• “E-Booksan Ang Kaalaman”: Development, Validation, and Utilization of Electronic Book in Academic Performance of Grade 9 Students in Social Studies
• Analyzing EFL University Students’ Academic Speaking Skills Through Self-Recorded Video Presentation
• Major Findings of The Study on Total Quality Management in Teachers’ Education Institutions (TEIs) In Assam – An Evaluative Study