The Relationship between Nature and Components of Social Interactions in Elementary Schools from Experts’Perspectives

Volume 23, Issue 161
November 2026
Pages 63-74

Document Type : Original Research Article

Authors

Department of Architecture, Faculty of Architecture and Urban Planning, Art University of Isfahan, Iran

Abstract
Problem statement: In the modern educational system, the school is an open system of formal and informal social interactions, and its physical environment should promote social interaction. Children in their early years need social interactions, and the spatial structure of the environment can facilitate or constrain it. Previous research shows nature positively affects children’s social interaction, but the mechanism of this effect and the involved components are not clearly explained.
Research objective: This study aims to identify the components of social interaction based on experts’ views that can be created or strengthened by nature in elementary schools.
Research method: A mixed‑methods approach was used. First, Components were extracted from the literature, then experts completed a questionnaire, and data were analyzed descriptively.
Conclusion: The findings indicate that, from the experts’ perspective, Physical, behavioral-activity, and semantic components show the greatest potential for enhancement through nature; security is less affected. It can be argued that Nature in elementary school design can reinforce multiple social interaction dimensions simultaneously.

Keywords

Subjects
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