Conference Program

This contribution presents the results of a research project commissioned by GAM Gonzagarredi Montessori and conducted by the EDENLAB research laboratory of the Faculty of Education at the Free University of Bozen-Bolzano between 2022 and 2024.

The study investigates the educational, aesthetic, and inclusive potential of the Edugreen furnishing line, specifically designed to support the structured introduction of indoor plants in educational settings. While previous research has documented the positive effects of indoor greenery on students’ well-being, stress reduction, and cognitive performance (Han, 2009; Li & Sullivan, 2016; Lindemann-Matthies et al., 2021; Meng et al., 2023), limited attention has been paid to how purpose-designed furniture can mediate the pedagogical integration of plants across different school contexts.

The project is grounded in a theoretical framework that combines environmental psychology, ecological education, and inclusive design. Plants are conceived as “didactic mediators” (Weyland & Boaretto, 2022), capable of fostering ecological awareness, responsibility, and care practices. In line with the idea of architecture as pedagogy (Orr, 1993) and with the concept of schools as dwelling spaces for living and learning (Weyland & Sigillo, 2025), the introduction of plants contributes to shaping the school as a learning landscape in which space actively participates in knowledge construction. Moreover, understanding the school as public space in action (Viteritti & Weyland, 2026) highlights how spatial quality is co-constructed through daily practices, material arrangements, and shared responsibility. The research adopts principles of Universal Design and Universal Design for Learning (Mace et al., 1996; CAST, 2024), ensuring accessibility, flexibility, autonomy, and legibility for all users, consistent with inclusive education perspectives (Booth & Ainscow, 2014) and the ICF framework (WHO, 2001).

Methodologically, the study follows a qualitative multi-site research design combining experimentation and observation across educational levels. In the Faculty of Education, Edugreen prototypes were installed in two classrooms and common areas, transforming them into experimental green learning environments. University students participated through a Photovoice methodology (Santinello et al., 2022), documenting and reflecting on their experiences via a digital Padlet (“My Green University”). In parallel, an action-research process was conducted at the Monini kindergarten (Umbertide, Italy), where two classrooms were newly equipped with Edugreen furnishings as part of a broader pedagogical reorganization explicitly centered on plant-based interaction. Teachers used structured observation grids assessing functional qualities (e.g., modularity, ergonomics, durability) and aesthetic-pedagogical dimensions (e.g., creativity, sociality, interdisciplinarity, physical participation), complemented by open-ended reflections. Data were analyzed through qualitative content analysis (Krippendorff, 2022).

The cross-context experimentation demonstrates the adaptability of the furniture to diverse age groups and pedagogical practices. Modularity and mobility facilitate flexible spatial configurations and plant exposure. Vertical structures support observation of plant growth and responsibility routines. The “little house” element functions as a multifunctional micro-environment for rest, dialogue, reading, and imaginative play. Across settings, participants reported enhanced environmental quality and stronger engagement with sustainability-related themes.

The findings confirm that the experimentally monitored introduction of plants, supported by inclusive furnishings, enhances aesthetic quality, perceived well-being, and ecological competences, enabling schools to act as living laboratories of sustainability, care, and shared responsibility.