The Effects of Biophilic Design classes on the Ecological Sensitivity of Adolescents with Developmental Disabilities

Background Background This study investigates the potential positive effects of ecological sensitivity with developmental disabilities and underscores the necessity for continued research in this field. Methods Relevant literature on biophilic design was reviewed to establish its educational significance. Nineteen students participated in the program, and changes in ecological sensitivity were analyzed using pre- and post-tests. Additionally, in-depth interviews with both students and teachers were conducted to capture educational effects from multiple perspectives. Results The findings revealed significant improvements across subdomains of ecological sensitivity, including interest in nature, psychological experiences in nature, emotional stability, and sympathy and compassion for nature. Qualitative data further indicated that participation in the biophilic design program fostered greater interest in and interaction with nature, thereby enhancing students’ overall ecological sensitivity. Conclusions This study demonstrates that biophilic design-based instruction effectively enhances ecological sensitivity among middle school students with developmental disabilities. The findings highlight the pedagogical and developmental value of integrating biophilic principles into educational practices, offering meaningful implications for both general and special education contexts.