First-Day Perceptions of University Landscape Beauty and Emotional Well-Being Among Faculty of Humanities and Social Sciences Undergraduates at the University of Sri Jayewardenepura: A Mixed-Methods Study

This mixed-methods study investigates first impressions of the university's landscape and its impact on the emotional well-being of undergraduates enrolled in the Faculty of Humanities and Social Sciences at the University of Sri Jayewardenepura, Sri Lanka. Quantitative structural equation modeling combined with qualitative thematic analysis was used to assess how landscape aesthetics influence emotional responses and students’ sense of belonging. The qualitative portion used semi-structured interviews to obtain students’ lived experiences of the university landscapes, while the quantitative portion employed structured questionnaires that measured three variables: emotional well-being, environmental attachment, and university landscape aesthetics. The study showed that students appreciated the university entrance dominated by large flowering trees, palm avenues, yellow foliage with high rise podiums, red flower carpets, pruned pathways, topiary features, ornamental shrubs, vines, fruit trees, and placid ponds. The environmental attachment, emotional well-being, and perceived landscape beauty showed a significant relationship per structural equation modeling. Structural equation modeling indicated significant relationships among environmental attachment, emotional well-being, and perceived landscape beauty. The first-year students indicated the landscape features that instilled motivation, comfort, a sense of belonging, and pride during the thematic analysis. The results show that maintained and designed university landscapes positively affect students' academic experience and psychological well-being. These results advocate global sustainability goals, mental health support, and the importance of designed green spaces in educational settings. The qualitative findings further revealed that visually rich landscapes created feelings of comfort, excitement, and pride among first-day students, strengthening their emotional attachment to the university environment. These findings improve the quality of learning environments and support Sustainable Development Goal 3 (Good Health and Well-Being), Sustainable Development Goal 4 (Quality Education), Sustainable Development Goal 11 (Sustainable Cities and Communities), and Sustainable Development Goal 15 (Life on Land).

University landscape aesthetics, Emotional well-being

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