LANDSCAPE DESIGN OF EDUCATIONAL INSTITUTIONS AS A FACTOR IN THE FORMATION OF ECOLOGICAL CONSCIOUSNESS: ARCHITECTURAL-SPATIAL PATTERNS AND PSYCHOPHYSIOLOGICAL EFFECTS
Keywords:
ecological consciousness, biophilic design, landscape architecture, graph-analytical method, psychology of the educational environment, space syntax, arid climate, sustainable development.Abstract
This scientific study examines the fundamental issues of the architectural and landscape organization of open spaces in educational institutions, which serve as a critical determinant of students' psycho-emotional well-being and the formation of their sustainable ecological consciousness. Based on an interdisciplinary approach that integrates architectural design methods, environmental psychology, and advanced spatial-visual mapping technologies, the influence of the physical environment on the cognitive and behavioral patterns of users is analyzed.
The research facilitates a transition from the paradigm of utilitarian landscaping to the concept of a regenerative landscape that functions as "crystallized pedagogy" and a "third teacher". The work employs graph-analytical methods (space syntax, isovist analysis), as well as quantitative modeling of psycho-emotional reactions to assess the impact of biophilic patterns on environmental responsibility.
Particular attention is paid to the specifics of project modeling in extremely hot arid climates (based on the regional characteristics of Uzbekistan), where landscape architecture performs the primary function of thermoregulation and ensuring campus resilience. The identified patterns and developed design strategies are intended to optimize the ergonomic, compositional, and functional parameters of school and university territories to increase their environmental and educational efficiency.
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