Place-making and open spaces: impacts on well-being in learning environments

Abstract

Open spaces in learning environments are designed for various outdoor activities to support users' well-being and educational experiences. This paper evaluated the notions of place-making as a collaborative process for creating quality open spaces in the environment within the University of Lagos Nigeria, and the impact on student's learning experiences and well-being. Mixed methods design was used to evaluate the open spaces within the precincts of the Faculty of Engineering, University of Lagos. This was carried out through direct physical observation over two years, appraisal of the existing master plan, and structured questionnaires, to determine the functionalities of the open space. Findings show that open spaces in faculty vicinities have been transformed and used for various activities that elicit a sense of community, help forge closer interactions among students, and also serve as a hub for social gatherings and extra-curricular activities. The open space also served as an alternative classroom for studio work presentations to observe physical and social distancing protocols to curtail coronavirus spread. The study revealed that there is a significantly strong correlation between activities in the open spaces and learning experience on one hand and activities in the open spaces and the Well-being of the students on the other hand. The study also showed that there is a strong relationship between activities in the open spaces and the learning experience as the well-being of the students. The study advocates that stakeholders and built-environment practitioners should adopt the place-making notion as a valuable insight into creating healthier and more productive learning environments, because of its developmental and summative benefits on students’ learning experiences, achievements, and overall well-being.