Kin Yang Academy Inc.

360-A Don P. Campus, Ave Sabang, Dasmariñas City, Cavite

Senior High School
S.Y. 2025–2026

Relationship Between Healing Environment Designs and the Emotional Well-

Being of Senior High School Students in Kin Yang Academy Inc.,
School Year 2025–2026

A Research Proposal Presented to

Mrs. Jodelyn Agquiz Aleonar Inquiries, Investigation, and Immersion (I.I.I.) Teacher

Senior High School Department Kin Yang Academy Inc.

In Partial Fulfillment of the Requirements in Inquiries, Investigation, and Immersion

Science, Technology, Engineering, and Mathematics (STEM) Strand

Leader

Coballes, Ryan Paul G.

Members

Baldado, Ashley Nicole C.

Jagdon, Shenly Charlene Z.

Nacional, Rhea Jane A.

Ochava, Zaira Shane U.

Poblete, Janine S.

Rovera, K.C. B.

Tagle, Christian Jonel T.

Valdepeñas, Ayumi B.

Villano, Avery Maeko D.

February 2026

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 CHAPTER 1

THE PROBLEM AND ITS BACKGROUND

INTRODUCTION/ BACKGROUND OF THE STUDY

Design plays an important role in a healing environment, particularly for those

who are struggling with their mental health or overall well-being. In today’s

generation, many students struggle to find comfort in their surroundings. Students

who deal with academic pressure, family expectations, and personal problems may

experience anxiety, discomfort, and even burnout. Students’ lack of concentration or

focus may be associated with the appearance or the arrangement of their surroundings

that may distract their focus. Dealing with this kind of problem may also be related to

stress, which is linked to their emotional well-being, leading to discomfort or anxiety.

Designs are associated with students’ mood in how they react to a specific

environment.

Healing environments, also known as therapeutic spaces, are designed to

support emotional and mental healing. A healing environment focuses on calming and

comforting elements that promote relaxation. For students who spend their days

attending classes and navigating a variety of environments, the design of their

environment may be related to their ability to find comfort and experience relief from

stress. According to Weir (2020), a calm, relaxing, and well-designed place is

associated with better student mood and mental health. Studies suggest that students

become more comfortable in environments with these designs, report lower stress

levels, and demonstrate better focus when surrounded by natural elements (Kim and

Park, 2025). The environment is also associated with students’ cognitive performance.

Organized, visually balanced spaces are linked to improved memory, concentration,

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and problem-solving abilities. According to Locklear (2024), cluttered or

overstimulating surroundings are associated with difficulty in filtering information,

while clean and well-structured areas are related to clearer thinking—an important

factor during academic tasks and examinations. The emotional wellness of students,

defined by their ability to sustain positive emotions, manage stress, and feel secure,

has been found to be associated not only with the built environment but also with

contextual elements such as school climate, peer relations, and teacher assistance

(Dosanjh, Dudovitz, Jackson, Rünger, and Wong, 2021; Bhola, Navaneetham, and

Podiya, 2025). The design of an environment is also related to students’ physical

comfort. Proper ventilation, ergonomic seating, and balanced room temperatures are

associated with reduced fatigue and physical discomfort during long study hours.

When students feel physically at ease, they tend to demonstrate better focus and

engagement throughout the day. These design features indicate that rooms with

nature-based features and flexible layouts, combined with a supportive school culture,

are associated with resilience, emotional regulation, and overall social-emotional

wellness (Ariola, Jose, Ochoco, and Ramos, 2021; Kim and Park, 2025; Dosanjh et

al., 2021; Bhola, Navaneetham, and Podiya, 2025).

The main goal of the research is to determine the relationship between healing

environment designs and the emotional well-being of senior high school students. It

aims to identify which interior elements (e.g., natural elements, artificial light, sound,

and flexible layouts) are related to comfort, concentration, and stress relief. The

researchers seek to understand students’ perceptions and preferences concerning room

design to better explain which elements are associated with emotional well-being and

to explore possible differences among groups of students (e.g., by gender or academic

strand), which may help determine whether certain designs are more strongly related

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to specific groups. Accomplishing these goals will allow the research project to

provide practical insights for classroom planning and policy decision-making, thereby

supporting the development of emotionally and educationally nurturing environments

for senior high school students while promoting sustainable and inclusive design

practices. The importance of emotional well-being among senior high school students

—central to academic performance, social interactions, and personal development—

highlights the significance of addressing these objectives. Moreover, a research gap

exists regarding the relationship between healing environment designs and the

emotional well-being of senior high school students, as most studies focus on

hospitals or younger children. Given the academic pressures students face, many

report stress, anxiety, and emotional fatigue, making it essential to examine

environmental factors associated with emotional resilience and concentration.

Emotional well-being is linked to engagement and academic performance; therefore,

optimizing environmental design may be related to improvements in both emotional

and academic outcomes. In conclusion, addressing these objectives helps fill a

significant research gap and supports the enhancement of senior high school

education through learning environments that nurture holistic student growth,

resilience, and lifelong learning skills.

STATEMENT OF THE PROBLEM

This study will determine the relationship between healing environment

designs and the emotional well-being of senior high school students.

1. How are healing environment design elements related to the emotional well-

being of Senior High School Students?

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 2. What aspects of emotional well-being do Senior High School Students

associate with well-designed environments?

HYPOTHESIS

This research sought to examine whether healing environment designs are

significantly related to the emotional well-being of Senior High School Students,

including aspects such as perceived stress levels, mood states, and overall resilience.

To guide this investigation, the following hypotheses are proposed:

Null Hypothesis (H₀): There is no significant relationship between healing

environment designs and the emotional well-being of Senior High School Students.

Alternative Hypothesis (H₁): There is a significant relationship between

healing environment designs and the emotional well-being of Senior High School

Students.

SIGNIFICANCE OF THE STUDY

This research aims to explore how various design elements within a healing

environment are related to the overall well-being and learning experience of Senior

High School Students. Through understanding these designs, the researchers hope to

gain insights into factors associated with emotional well-being and academic

development. This study will benefit the following:

School Administrators. This study may provide valuable insights that can

inform future decisions regarding facility improvement, classroom renovations, and

school design planning.

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 Teachers. This study may serve as a guide or foundation that considers the

emotional and cognitive needs of students, supports teacher–student interactions, and

contributes to a more conducive environment for instruction.

Students. This study may help identify design features associated with feelings

of relaxation, motivation, and focus, which are related to their engagement and

academic performance.

Future Researchers. This study may serve as a reference for further

investigations on healing environments and environmental psychology.

SCOPE AND LIMITATION

This research is designed to investigate the relationship between healing-

environment design and the emotional well-being of senior high school students

enrolled at Kin Yang Academy Inc. during the School Year 2025–2026 in Sabang,

Dasmariñas City, Cavite. This study focuses on healing environment designs,

including biophilic elements (e.g., plants and views of nature), and examines how

these elements are related to the emotional well-being of senior high school students.

Data will be gathered through survey questionnaires to examine the relationship

between design features and students’ emotional responses. The data will reflect the

design elements that respondents perceive as relevant to their healing environment

and the feelings they associate with these designs. However, the researchers

acknowledge several limitations that may restrict the findings. The results may not be

directly generalizable to students in other regions or schools due to the localized

nature of the population at Kin Yang Academy Inc. Another limitation is the reliance

on self-reported measures for psychological data.

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DEFINITION OF TERMS

Acoustics. The process of designing spaces to enhance sound quality and control

noise levels, particularly in environments such as theaters, recording studios, and

classrooms (StudySmarter, 2024).

Biophilic Design. An architectural approach that seeks to connect building occupants

more closely with nature (Sage Glass, 2024).

Cognitive Performance. The mental processes involved in learning, thinking,

reasoning, remembering, and problem-solving, which can be influenced by

environmental conditions such as classroom design and sensory factors

(ScienceDirect, n.d.).

Emotional Memory. The aspect of memory that involves the storage and recall of

experiences that are strongly linked to emotions, demonstrating how emotional

significance can affect how events are remembered (ScienceDirect, n.d.).

Emotional Well-Being. The ability to recognize, experience, and manage a wide

range of thoughts and feelings in a constructive manner (Boston University, n.d.).

Healing Environment. Refers to spaces designed to support healing by promoting

behaviors and emotions such as happiness, relaxation, and individual control, which

are considered essential in the healing process (Huisman et al., 2012).

Mental Focus. The ability of an individual to direct mental effort on the most

relevant information in the environment while minimizing distractions, which

supports attentive learning and task performance (National University, 2010).

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Space. An area that is available to be used for a specific purpose (Cambridge

Dictionary, n.d.).

CONCEPTUAL FRAMEWORK

Figure 1: Conceptual Framework

This conceptual framework presents the relationship between Healing

Environment Designs as the independent variable and the Emotional Well-being of

Senior High School Students as the dependent variable. It illustrates how thoughtfully

designed physical spaces—such as classrooms, lounges, and school grounds—are

associated with students’ emotional states. Elements such as natural light, calming

colors, greenery, and quiet zones are considered features related to a healing

atmosphere characterized by comfort, safety, and relaxation. These environmental

features are viewed as factors associated with students’ emotional health, including

perceived stress levels, mood, and sense of belonging. By emphasizing this

relationship, the framework highlights how environmental design is linked to a more

supportive and emotionally enriching educational experience.

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 CHAPTER 2

REVIEW OF RELATED LITERATURE

INTRODUCTION

This chapter discusses selected local and foreign literature and studies related

to healing environment design and its relationship with the emotional well-being of

senior high school students. It presents relevant concepts, ideas, and research findings

that explain how features such as natural elements, lighting, ventilation, and overall

school environment design are related to students’ emotions, stress levels, and

learning comfort. The reviewed studies support the present research by providing

background information and evidence on the association between school

environments and emotional well-being. Through this review, the study is anchored

on existing research and guided in examining the relationship between healing

environment design and students’ emotional well-being.

LOCAL LITERATURE

Bernal and Palma (2025) investigated the structural relationship between

effective teaching, student engagement, classroom learning environment, and

motivation in learning the Filipino language among 400 senior high school students

from private schools in Region XI, Philippines. Using a quantitative correlational

research design with Structural Equation Modeling (SEM), the researchers measured

effective teaching, student engagement, classroom learning environment, and

motivation through adapted questionnaires with validated indicators. Results showed

that effective teaching and classroom environment were rated very high, while student

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engagement was high. Significant positive relationships were found between all three

independent variables and students’ motivation, with the classroom learning

environment emerging as the strongest predictor of motivation. Model 3 of the SEM

analysis was identified as the most suitable model based on goodness-of-fit indices.

The study highlights the importance of creating supportive, interactive, and well-

organized classroom environments, as well as promoting active student engagement

and effective teaching strategies, to enhance motivation and learning outcomes in

Filipino language education. These findings provide insights for educators aiming to

strengthen students’ intrinsic and extrinsic motivation to learn their native language,

ultimately contributing to quality education as emphasized by the United Nations

Sustainable Development Goal 4 (SDG-4).

Bulado et al. (2025) conducted a quantitative correlational study to examine

the influence of classroom learning environment and study habits on the academic

engagement of 250 junior high school students from Lorenzo S. Sarmiento Sr.

National High School in Mawab, Davao de Oro, Philippines. The study focused on

classroom learning environment (classroom positive, diversity values, persistence in

major) and study habits (time management, attitude, goal setting) as independent

variables, and academic engagement (behavioral, cognitive, and emotional

engagement) as the dependent variable. Using mean, Spearman’s rho, and multiple

regression analysis, the researchers found that students perceived high levels of

classroom learning environment, study habits, and academic engagement. Both

classroom learning environment (ρ = 0.693, p < .001) and study habits (ρ = 0.758, p <

.001) showed significant positive relationships with academic engagement, and

regression analysis indicated that classroom environment and study habits accounted

for 54.2% and 55.5% of the variance in academic engagement, respectively, with all

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domains showing significant influence. The study is relevant as it highlights how a

positive learning environment and effective study habits can significantly enhance

students’ academic engagement, providing insights for schools to develop strategies

that improve student participation, motivation, and overall learning outcomes.

Caay and Valle (2025) investigated the relationship between school climate

and learners’ academic engagement in Cagayan de Oro City. The study aimed to

determine how learners’ perceptions of the physical, social, and academic dimensions

of school climate influence their engagement in academic activities. Using a

correlational-causal research design, the researchers surveyed 202 learners selected

through simple random sampling. Data were collected through an adapted

questionnaire and analyzed using mean, standard deviation, Pearson correlation, and

multiple linear regression. Key findings revealed that learners perceived a very high

level of school climate across all dimensions, with the social and academic

dimensions showing moderate positive correlations with academic engagement, while

the physical dimension had a lower positive correlation. Multiple regression analysis

identified the academic dimension as the strongest predictor of learners’ engagement,

followed by the social dimension. The study concluded that a positive school climate,

particularly in academic and social aspects, significantly enhances learners’

motivation, participation, and overall engagement, suggesting that schools should

prioritize supportive learning environments and effective teaching strategies to sustain

academic engagement.

Fiel and Baguio (2025) conducted a non-experimental quantitative descriptive-

correlational study to determine the relationship between the foundation of

environmental quality at home and student well-being among 149 public secondary

school students in the Panabo District, Division of Panabo City, Philippines. The

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study focused on environmental quality domains such as air and water quality,

household sanitation and cleanliness, proper lighting and ventilation, and noise

control with a peaceful environment, and examined their influence on student well-

being, which was measured in terms of emotional support, physical health and

nutrition, and academic support. The findings revealed a high and statistically

significant positive relationship between environmental quality and student well-being

(r = 0.731, p = 0.000), indicating that better home environmental conditions are

associated with higher levels of student well-being. Regression results showed that air

and water quality emerged as the strongest predictor, followed by noise control and a

peaceful environment, while lighting and ventilation had a marginal effect and

sanitation and cleanliness showed no significant influence. These results emphasize

the role of environmental conditions in supporting students’ emotional well-being,

making the study relevant to the present research that examines how environmental

factors influence students’ emotional well-being.

Mindo and Paglinawan (2025) conducted a study titled “The Relationship

between Classroom Environment and Learners’ Motivation in Science” to investigate

how the classroom environment influences the motivation of Grade 9 science learners

at Lumbo Integrated School, Valencia City, Bukidnon. Using a descriptive-

correlational research design, the study collected data from 87 randomly selected

students through validated and reliable questionnaires measuring the physical,

pedagogical, and psychosocial classroom environments, as well as intrinsic

motivation, extrinsic motivation, and self-efficacy. The findings revealed that the

learners perceived a generally positive classroom environment (grand mean = 3.5180,

PCE) and were moderately motivated in science (grand mean = 3.8296, MMS). A

Pearson correlation analysis showed a significant positive relationship (r = 0.635, p <

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0.01) between classroom environment and learner motivation, indicating that

supportive and engaging classroom conditions significantly enhance students’

motivation in science. The study concluded that while classroom conditions were

conducive to learning, students’ motivation levels remained moderate, highlighting

the need for targeted interventions such as interactive learning activities, teacher

professional development, and support systems to further promote engagement and

academic success.

Cambay and Paglinawan (2024) investigated the relationship between

classroom management strategies, school environment, and student engagement

among 145 junior high school students at San Nicolas National High School during

the 2024–2025 academic year. Using a descriptive correlational research design and

validated survey questionnaires, the study measured classroom management across

discipline, teaching and learning, and personal behavior, and school environment

across physical, academic, and social dimensions. Results revealed that students

perceived classroom management strategies as effective (overall mean = 4.05) and the

school environment as favorable (overall mean = 3.94), while student engagement

was rated high (mean = 4.08). Correlation analyses showed significant positive

relationships between classroom management strategies (r = 0.45) and school

environment (r = 0.68) with student engagement, highlighting the importance of

supportive instructional and environmental conditions. The study concluded that

enhancing teacher professional development, fostering positive peer interactions, and

ensuring emotional and academic support are crucial for maximizing student

engagement.

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 Cebelleros and Buenaventura (2024) examined the influence of learning

environment and teacher communication behavior on student engagement among 300

Grade 9 students from a public school in Davao del Sur, Philippines. Using a

descriptive-correlational research design and validated questionnaires, the study

measured domains of the learning environment—including community of peers,

teacher-student relationships, academic climate, meaningful engagement, mentoring,

inclusion and safety, and physical space—alongside teacher communication

behaviors, such as challenging activities, encouragement and praise, non-verbal

support, understanding, and controlling behaviors. Results revealed that the overall

learning environment and teacher communication behavior were rated high, while

student engagement was very high, particularly in affective engagement. Significant

positive relationships were found between both independent variables and student

engagement, with academic climate, challenging communication, non-verbal support,

and understanding and friendly behavior emerging as the most influential predictors.

These findings highlight the critical role of a supportive academic climate and

effective teacher communication strategies in fostering affective, behavioral, and

cognitive engagement, aligning with Self-Determination Theory, Social Cognitive

Theory, and Flow Theory. The study provides practical implications for educators

aiming to enhance student motivation, participation, and learning outcomes in

secondary education.

Paulines and Tantiado (2024) investigated the relationship between teachers’

classroom management and students’ academic performance in selected schools in

Cagayan de Oro City, Philippines. Using a descriptive-correlational research design,

the study surveyed 143 teachers through questionnaires and analyzed students’ first-

and second-quarter grades for the 2023–2024 school year. The study focused on three

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aspects of classroom management: modeling behavior, assessment practices, and

learning atmosphere. Results indicated that teachers consistently exhibited high levels

of modeling behavior (Mean = 4.68, Extremely Practiced) and fostered a positive

learning atmosphere (Mean = 4.60, Extremely Practiced), while assessment practices

were slightly lower but still highly practiced (Mean = 4.19). Students’ academic

performance was generally very satisfactory, with an average grade of 87.32, and

42.66% of students falling in the “Very Satisfactory” range. Correlation analysis

revealed a very strong positive relationship between learning atmosphere and

students’ performance (r = 0.72), a strong positive relationship between modeling

behavior and performance (r = 0.60), and a moderate positive relationship for

assessment practices (r = 0.38), all statistically significant (p < 0.05). The study

concluded that effective classroom management, particularly through positive teacher

modeling and a supportive learning environment, significantly contributes to higher

student academic performance. Recommendations emphasized maintaining inclusive,

supportive classrooms, monitoring and assisting low-performing students, and using

interactive, student-centered teaching methods to sustain academic success.

Regidor et al. (2024) conducted a quantitative non-experimental correlational

study to examine the impact of a supportive learning environment on the learning

motivation of senior high school students. The study involved 199 students from

Grades 11 and 12 of Tubod National High School, Davao del Norte, selected through

stratified random sampling, comprising 93 males (47%) and 106 females (53%).

Using the SLEED-Q and SMTSL questionnaires, the researchers focused on the

relationship between the independent variable—supportive learning environment—

and the dependent variable—student learning motivation. Findings revealed that

students perceived their learning environment as highly supportive (mean = 4.08) and

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reported high levels of learning motivation (mean = 4.04), with a significant moderate

positive correlation (r = 0.526, p < 0.05) indicating that more supportive environments

enhance student motivation. This study underscores the relevance of creating

supportive and stimulating learning environments in senior high school classrooms to

promote engagement, motivation, and overall academic success.

Salar et al. (2024) conducted a descriptive-correlational study to examine the

impact of classroom design on the academic performance of 72 Grade 3 pupils in a

public school in Carmen, Cagayan de Oro City, Philippines. The participants were

selected through stratified random sampling across four sections, with 43 males and

29 females. The study focused on classroom design elements such as the bareness of

walls, presence of posted materials, stockpiling of materials, clutter and unused items,

lighting, and temperature, and their relationship with academic performance measured

using the K-12 Basic Education Program grading system. A researcher-made

questionnaire, validated by three DepEd experts (CVI = 1.0) and tested for reliability

(Cronbach’s Alpha = 0.706), was used to gather pupils’ perceptions, while academic

performance data were provided by class advisers. Results showed that learners

preferred classrooms that were minimalist but had functional educational materials,

with proper lighting and comfortable temperature, as these factors enhanced focus,

comfort, and learning. High clutter, extreme bareness, or excessive posted materials

were found to reduce concentration. Most learners (87.5%) achieved academic

honors, and none failed. There were no significant differences in classroom perception

based on sex, hobbies, or media exposure. Pearson’s correlation analysis revealed

significant positive relationships between all classroom design elements and academic

performance (ranging from 0.276 to 0.365, all p < 0.05). The study highlights the

importance of creating learning environments that balance minimalism with

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functionality, suggesting that well-designed classrooms can improve both students’

comfort and academic outcomes.

Tuballa (2024) conducted a quantitative non experimental correlational study

to determine the mediating effect of motivation on the relationship between classroom

environment and Grade 12 students’ attitudes toward science. The study involved 406

senior high school students from seven selected public schools in Davao City,

Philippines, chosen through stratified random sampling across ABM, HUMSS,

STEM, and GAS strands. It focused on the classroom environment (physical

environment, time/instructional management, behavior management, teacher

effectiveness) as the independent variable, motivation as the mediating variable, and

attitudes toward science (attitude toward science, utility of science, self efficacy,

normative beliefs, intentions) as the dependent variable. Results showed that the

classroom environment, motivation, and attitudes toward science were all at moderate

levels, with significant positive correlations between classroom environment and

attitude toward science, classroom environment and motivation, and motivation and

attitude toward science. Mediation analysis indicated that motivation fully mediated

the relationship between classroom environment and students’ attitudes toward

science, suggesting that improvements in motivation may have a stronger impact on

students’ science attitudes than enhancements to the physical environment alone. The

study highlights the importance of fostering motivation alongside conducive

classroom environments to promote positive attitudes toward science among senior

high school learners.

Villamor (2024) conducted a non-experimental quantitative correlational study

to determine the relationship between school environmental condition and student

well-being in public elementary schools in the Sto. Tomas District, Division of Davao

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del Norte. The study involved 130 teacher-respondents and examined environmental

factors such as classroom cleanliness, ventilation, and noise levels, particularly

disturbances caused by traffic and external surroundings. Findings revealed that the

level of school environmental condition was high, and a significant positive

relationship existed between school environmental condition and student well-being (r

= 0.65, p < 0.01). Regression analysis further showed that environmental conditions

significantly predicted student well-being, accounting for 42% of the variance. These

results emphasize the importance of a conducive school environment in promoting

students’ emotional and psychological well-being, making the study relevant to the

present research, which examines how environmental conditions influence the

emotional well-being of senior high school students.

Decena et al. (2023) conducted a descriptive-correlational study to investigate

the relationship between the classroom environment and learning motivation among

Accountancy, Business, and Management (ABM) students at Tacurong National High

School in the Philippines. The study used purposive sampling and a modified

questionnaire to collect data from 170 ABM students, focusing on classroom

environment characteristics—such as student cohesiveness, teacher support,

investigation, and task orientation—as independent variables, and students’ learning

motivation, including goal orientation, task value, and self-efficacy, as the dependent

variable. Data were analyzed using mean scores, Pearson’s product-moment

correlation, and multiple regression analysis. Results indicated that both the classroom

environment and learning motivation were high and very high, respectively, and that

there was a significant positive relationship between the overall classroom

environment and learning motivation. Specifically, the investigation and task

orientation domains of the classroom environment were found to significantly

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influence students’ learning motivation. These findings provide valuable insights for

school administrators about how improving classroom conditions can support and

enhance students’ motivation to learn, reinforcing the importance of considering

environmental factors when designing educational spaces.

Romorosa et al. (2023) examined the relationship between the school

environment and student engagement among 282 junior high school students in

King’s College of Isulan, Sultan Kudarat, Philippines. Using a descriptive-

correlational design and survey questionnaires, the study assessed the physical,

academic, and social dimensions of the school environment alongside affective,

behavioral, and cognitive student engagement. Results showed that the school

environment was perceived as favorable, with the academic dimension scoring the

highest, while student engagement was high, with affective engagement being the

strongest. Correlation analysis revealed a moderate, positive, and significant

relationship between the school environment and student engagement. The study

highlights that fostering a supportive school environment can enhance student

engagement, suggesting that schools should provide effective instructional methods,

adequate learning resources, and opportunities for social interaction to maximize

student learning experiences.

Jose et al. (2021) conducted a descriptive mixed-method study to investigate

the perceived role of biophilic design in supporting learning sustainability at a

university in Northern Luzon, Philippines. The participants included 25 students, 23

faculty members, and 5 experts who assessed the biophilic qualities of the university’s

facilities and surroundings. The study focused on 12 biophilic characteristics—

including natural light, air quality, indoor plants, views, and green facades—as

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independent variables, and their effects on concentration, creativity, relaxation, and

overall learning sustainability as dependent variables. Data were collected through

qualitative interviews and quantitative evaluations. The key findings revealed that

spaces with more biophilic elements, such as well-ventilated buildings with open

views and greenery, were preferred by participants and enhanced focus, idea

generation, and emotional well-being. The relevance of this study lies in providing

local evidence that maintaining and increasing biophilic features on a university

campus contributes to a learning-friendly environment and promotes sustainable

educational practices.

FOREIGN LITERATURE

Bulaj et al. (2025) explored how biophilic design, neuroarchitecture, and

therapeutic home environments can enhance the effectiveness of digital health

technologies (DHT) in supporting patient-centered care for chronic conditions. The

participants included individuals living with multifactorial chronic diseases who were

engaged in digital interventions such as mobile apps, wearables, virtual reality (VR)

platforms, and prescription digital therapeutics (DTx). The focus/variables included

intentionally-designed home environments enriched with natural elements, light,

patterns, multisensory stimuli, and spatial arrangements (independent variables),

combined with DHT interventions, while the dependent variables were health

outcomes, including physiological homeostasis, emotional well-being, behavioral

self-management, therapy adherence, and overall treatment effectiveness. The key

findings indicated that integrating biophilic design with digital interventions can

promote stress reduction, positive affect, neuroplasticity, and improved management

of chronic conditions such as depression, chronic pain, migraine, Parkinson’s disease,

and dementia. The study highlighted practical strategies, such as delivering biophilic

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VR interventions, AI-powered interior design guidance, and health-centric home e-

commerce, to create therapeutic home environments that complement DTx and

pharmacotherapies. It also identified barriers including limited public awareness,

knowledge gaps on long-term clinical outcomes, and economic considerations for

adoption. The relevance of this study lies in demonstrating that the home environment

can act as an active, non-pharmacological ingredient in healthcare, showing how

multisensory biophilic design combined with DHT can enhance chronic disease

management, patient engagement, and overall health outcomes, thereby offering a

novel approach to integrating built environment and digital health solutions.

Ferreira et al. (2025) conducted a systematic review to investigate the role of

natural elements and architectural design in virtual reality (VR) residential and urban

environments and their influence on human mental health and well-being. Following

PRISMA guidelines, the authors screened 6,661 records and included 93 quantitative

studies that examined how virtual built environments affect psychological outcomes

such as stress, relaxation, emotional well-being, and cognitive responses in urban and

residential contexts. The focus/variables included biophilic elements, architectural

features, lighting, color schemes, acoustic qualities, and other sensory design aspects

as independent variables, while dependent variables were psychological well-being

outcomes (e.g., stress reduction, enhanced relaxation, emotional comfort) assessed

through subjective measures (surveys, questionnaires) and physiological indicators

(heart rate variability, cortisol levels). Key findings showed that biophilic and nature-

inspired elements in VR environments consistently helped reduce stress and promote

relaxation, and that VR is a valuable simulation tool for urban design evaluation,

enabling planners to anticipate emotional impacts of design decisions prior to real-

world implementation. However, methodological limitations, such as small sample

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sizes, limited participant diversity, and variability in study designs, were prevalent,

and none of the included studies achieved a “good” methodological rating using the

NHLBI quality assessment tool. The relevance of this study lies in providing a

comprehensive synthesis of evidence that VR simulations of nature and architectural

features can support mental health outcomes and inform human-centered urban and

residential design, while also highlighting the need for larger, more diverse samples

and standardized research methodologies in future work.

Ghaziani (2025) explored children’s preferences for biophilic design features in a

primary school building in Coventry, UK, involving 88 children aged 8 to 11 years to

determine which natural elements or relationships with nature support their emotional

well-being and happiness. The participants evaluated various design features,

including aquariums and pets, potted plants in the classroom, natural-form seating,

interior natural materials (wood, bamboo, and stone), and a landscaped school ground,

through questionnaires and design-preference assessments. The focus/variables

included children’s biophilic design preferences as independent variables and their

emotional well-being and happiness as dependent variables. The key findings

indicated that children preferred elements they could directly relate to nature—such as

pets, aquariums, and views of plants and trees—as well as elements they could

indirectly relate to nature. The relevance lies in demonstrating that incorporating core

components of biophilic design—elements of nature, material attributes, and spatial

layout—can significantly enhance students’ emotional satisfaction and well-being in

educational settings.

Kim and Park (2025) used an experimental design to investigate the effects of

biophilic design on adolescent emotions in common school areas, specifically

hallways and stairwells, in a high school in South Korea. The participants were

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students who experienced visual simulations of spaces enhanced with vegetation,

water features, organic forms, and natural materials, followed by surveys measuring

emotional responses. The focus/variables included biophilic design features as

independent variables and students’ emotional states, mood, and psychological

balance as dependent variables. The key findings indicated that spaces with greenery,

natural light, and organic materials produced lower stress levels, improved mood, and

greater psychological balance among students. The relevance lies in demonstrating

that even under-designed areas in schools can serve as healing spaces when enhanced

with nature-based design.

Al Khatib et al. (2024) conducted a systematic review to examine the impact of

therapeutical biophilic design on the health and wellbeing of patients and care

providers in healthcare settings. The study analyzed 61 peer-reviewed articles and

additional reliable sources published between 2010 and 2023 to identify sustainable

therapeutic environment parameters and their implementation in hospitals worldwide.

The focus/variables included biophilic design elements—such as natural light,

vegetation, water features, views of nature, and organic materials—as independent

variables, and their effects on patients’ and caregivers’ psychological and

physiological health, stress levels, recovery time, and overall wellbeing as dependent

variables. Key findings revealed that biophilic design reduces patient mortality, stress,

anxiety, pain levels, and hospital stays, while also improving caregiver wellbeing, job

satisfaction, and productivity. The study highlighted the importance of implementing

biophilic design thoughtfully to address challenges such as maintenance concerns,

cost, and user-specific needs. Its relevance lies in providing comprehensive evidence

that integrating nature-inspired design into healthcare facilities can create sustainable

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therapeutic environments that support both patients’ and staff’s health, aligning with

broader goals of wellbeing and efficiency in service delivery.

Browning and Determan (2024) employed a quasi-experimental research design

to examine the effects of biophilic design interventions on students’ emotional well-

being, behavior, and academic performance in middle and elementary schools in

Baltimore, Maryland (Green Street Academy) and Blythewood, South Carolina

(Bethel-Hanberry Elementary School), USA. The participants included students

exposed to classrooms incorporating biomorphic ceiling tiles, natural forms, dynamic

and diffuse daylight, window views, and other low-cost biophilic interventions such

as patterned blinds and wallpaper friezes. The focus/variables were biophilic design

features (independent variables) and students’ stress recovery, behavior referrals,

absenteeism, teacher retention, and academic performance, including MAP test scores

(dependent variables). The key findings showed that students in biophilic classrooms

experienced faster stress recovery, fewer behavioral issues, reduced absenteeism,

higher teacher retention, and improved academic performance. The study is relevant

because it provides strong evidence that integrating nature-inspired designs in schools

—even through low-cost interventions—can positively support emotional, behavioral,

and academic outcomes.

Díaz Díaz (2024) conducted a conceptual literature review examining how

environmental design shapes individual emotions and behaviors. The participants

were previous studies and theoretical frameworks analyzed to gain insights on the

relationship between design and human emotion. The focus/variables included

architectural and interior design elements (independent variables) and their impact on

emotional experiences, mood, and behavioral responses (dependent variables). The

key findings highlighted that well-considered design—including spatial layout,

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natural light, materials, color, and furniture arrangement—can positively influence

emotional states, efficiency, productivity, and overall well-being. The relevance of this

study lies in providing a theoretical foundation for integrating environmental design

principles in educational environments to improve students’ emotional well-being and

behavior.

Jutzi et al. (2024) investigated how architectural design features of built spaces

contribute to the fulfillment of basic psychological needs. The study involved 314

participants across two studies, using computer-aided design (CAD) manipulations

and virtual reality (VR) simulations of study and office environments. Independent

variables included privacy, clutter, biophilic features, and color temperature, while

dependent variables were participants’ perceived competence, autonomy, and

relatedness. In Study 1A (N = 260), participants reported higher need fulfillment in

private study environments. In Study 1B (n = 227), participants preferred warm,

cluttered, biophilic environments, again reporting higher competence, autonomy, and

relatedness. In Study 2 (N = 54), conducted in a VR office setting, participants

indicated greater need fulfillment in cluttered and biophilic spaces compared to empty

or non-biophilic environments. The study demonstrates that thoughtfully designed

built environments can partially fulfill human psychological needs, emphasizing the

role of privacy, natural elements, environmental warmth, and spatial complexity in

supporting emotional well-being and social connectedness.

Leif and Loftness (2024) conducted a descriptive study to evaluate low-cost

biophilic design interventions in existing K–12 schools and their impact on students’

and staff’s well-being. The participants included students, teachers, administrators,

parents, and school designers who engaged in a stakeholder card sorting study to rank

42 biophilic retrofit strategies based on perceived positive impact and affordability.

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The focus/variables included the presence of biophilic features such as indoor

greenery, views, biophilic finishes, natural light, nature sounds, taste and touch,

interaction and engagement, and spatial strategies (independent variables), and their

effects on emotional well-being, comfort, engagement, and satisfaction (dependent

variables). The key findings revealed that all 42 strategies had at least some perceived

positive impact, with eight strategies identified as most impactful and affordable:

Sunlight, Nature Educational Content, Circadian Daylight, Fragrant Flowers and

Herbs, Outdoor Eating Spaces, Clear Glass Windows, Washed Windows, and Plants in

the Classroom. Specific interventions such as plants in the classroom, clear glass

windows, and wooden furniture were particularly effective, while some strategies in

Biophilic Finishes were perceived as low impact or expensive. The relevance of this

study lies in demonstrating that even budget-friendly biophilic interventions can

enhance emotional well-being, engagement, and academic performance in K–12

schools, and that involving school community stakeholders in planning ensures

strategies are both practical and effective.

Yan et al. (2024) conducted a case study to examine how healing-oriented

environmental designs facilitate emotional regulation in patients with mood disorders.

The participants were patients exposed to spaces designed with eight primary spatial

components: color and shape, lighting, sound, air and temperature, natural elements,

materials, play and games, and activities and communication. These elements acted as

independent variables, while patients’ emotional regulation, mood, and stress levels

served as dependent variables. The study found that healing spaces significantly

reduced stress, enhanced mood, and supported emotional recovery by engaging

patients’ senses through deliberate spatial design. The researchers highlighted that the

healing process is guided by three core principles—Safety (ensuring physical and

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psychological security), Functionality (supporting interactive, versatile, and sensory-

rich experiences), and Ambiance (promoting emotional comfort and well-being)—

which collectively create a positive spatial atmosphere. The study further

demonstrated that sensory stimulation from spatial elements (e.g., colors, natural

light, sounds, textures) interacts with human senses to evoke positive emotional

responses, thereby facilitating emotion regulation. This research is relevant because it

illustrates how thoughtfully designed spaces can actively support emotional well-

being, offering insights that can be applied to educational and therapeutic

environments to create supportive and healing spaces for students and other users.

Yin et al. (2024) conducted a systematic review to examine the health impacts of

biophilic design from a multisensory interaction perspective. The participants

included individuals from various experimental and field studies involving built

environments enriched with visual, auditory, olfactory, and thermal stimuli. The

focus/variables included multisensory biophilic design features—such as greenery

views, natural sounds, daylight, water features, scent diffusion, and thermal variations

—as independent variables, and human psychological responses, physiological

measures, cognitive function, and perceived comfort as dependent variables. The key

findings indicated that multisensory biophilic interventions—especially visual-

auditory combinations like natural scenery paired with water or bird sounds—

enhanced stress recovery, improved mood, increased cognitive performance, and

promoted overall well-being more effectively than single-sensory interventions.

Visual-olfactory and acoustical-olfactory interactions were also shown to positively

influence emotional and cognitive outcomes. The study further identified research

gaps, including limited exploration of three or more combined senses, active tactile

engagement with natural elements, long-term effects, and diverse participant

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populations across different geographic regions. The relevance of this study lies in

providing empirical evidence and methodological guidance for designing

multisensory biophilic environments that optimize human health and well-being, with

implications for educational, workplace, and therapeutic settings.

Oruikor et al. (2023) employed a descriptive-case study to assess the impact of

classroom design on student learning and behavior at Cameron Schools in Nigeria.

The participants were students in classrooms designed with varying considerations of

temperature, acoustics, lighting, and spatial arrangement. The focus/variables

included classroom design features as independent variables and students’ learning

performance, behavior, and engagement as dependent variables. The key findings

indicated that classrooms designed with purposeful attention to environmental factors

improved learning outcomes, reduced behavioral problems, and enhanced student

engagement. The relevance of this study lies in demonstrating that well-designed

learning environments play a crucial role in supporting students’ emotional,

behavioral, and academic outcomes.

Radha (2022) conducted a systematic review to examine the impact of biophilic

design practices on human health and well-being in public buildings, homes, and

workplaces, particularly focusing on how natural elements in built environments

support psychological, cognitive, and physiological outcomes. The study analyzed 22

relevant publications through a narrative synthesis approach, evaluating features such

as natural daylight, ventilation, and living architecture, which were treated as

independent variables, while human psychological health, cognitive functionality,

physiological health, and overall well-being served as dependent variables. The key

findings demonstrated that integrating biophilic design elements—such as visual

access to nature, indoor plants, natural ventilation, and daylighting—can reduce

PAGE 1
stress, alleviate mental fatigue, enhance attention and cognitive performance, and

improve both emotional and physiological health. The study also highlighted that

merely adding isolated natural elements is insufficient; the integration of these

features into a holistic, context-sensitive design is essential to maximize benefits. The

relevance of this study lies in providing strong evidence that thoughtful application of

biophilic design in educational, residential, and workplace environments can foster

emotional satisfaction, mental restoration, and overall well-being, supporting the

argument for creating healing and supportive spaces in schools.

DeLauer et al. (2022) examined how natural environments and biophilic design

can support the mental and physical well-being of undergraduate students on a

residential college campus. The study involved 107 participants who completed

questionnaires and 71 who participated in focus groups, exploring perceptions of

well-being, coping, self-esteem, and engagement with indoor and outdoor spaces.

Independent variables included exposure to natural elements, classroom lighting,

indoor and outdoor seating, and biophilic design features, while dependent variables

were students’ stress levels, resiliency, confidence, attention, and overall sense of

well-being. Findings revealed that exposure to natural environments—through

outdoor activities, views of nature, and biophilic indoor spaces—helped mitigate

stress, improve mood, and foster social connection, particularly for female students

who reported lower self-esteem and coping abilities. Key strategies included

designing classrooms with natural lighting, creating intimate outdoor seating areas,

and providing nurturing indoor environments that promote comfort and engagement.

The study emphasizes that thoughtfully designed campus environments, incorporating

both natural and built biophilic features, can serve as therapeutic spaces that enhance

students’ emotional well-being, learning, and overall quality of life.

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 Pragati et al. (2021) conducted a literature review to examine the effects of the

built environment on individuals’ mental health, particularly in the context of healing

environments during the COVID-19 pandemic. The participants were previous

research studies, case examples, and frameworks focusing on environmental design

and human emotional responses. The focus/variables included spatial quality, sensory

comfort, safety, security, privacy, and social comfort as independent variables, along

with their sub-indicators such as access, distractions, visual elements, indoor and

outdoor views, communication, noise levels, natural light, and temperature, and

emotional and mental health outcomes (dependent variables). The key findings

demonstrated that access to outdoor views, exposure to natural light, proper noise

control, social interaction opportunities, and the ability to control aspects of one’s

environment significantly improved mental well-being and reduced stress, anxiety,

and depressive symptoms. The study also emphasized the importance of a homelike

environment, privacy, and sense of control, as these factors contribute to better

psychological healing. The relevance of this study lies in providing evidence that

thoughtfully designed built environments—including healthcare facilities and

residential spaces—can support emotional health, which aligns with the current

research focus on evaluating healing environment designs for senior high school

students.

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SYNTHESIS

The reviewed local and foreign literature consistently shows that the physical

design of learning environments is significantly associated with students’ emotional

well-being, learning comfort, and engagement. Studies emphasize that elements such

as natural lighting, biophilic features, proper ventilation, acoustics, spatial

organization, and a supportive school environment are related to students’ stress

levels, mood, and emotional regulation. Although many of the reviewed studies focus

on academic engagement, motivation, and learning performance, these outcomes are

closely linked to emotional well-being, as students are more likely to engage,

concentrate, and perform effectively when they feel emotionally comfortable and

psychologically safe in their surroundings. Both local and foreign research also

indicate that well-designed environments are associated with a sense of belonging,

relaxation, and security, which are essential for students’ emotional health. However,

limited studies directly examine emotional well-being as the primary variable among

senior high school students in localized school settings. This gap justifies the present

study, which aims to determine the relationship between healing environment designs

and the emotional well-being of senior high school students, thereby contributing to a

deeper understanding of how school environments are related to holistic student

development.

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 CHAPTER 3

RESEARCH DESIGN AND METHODOLOGY

RESEARCH DESIGN

This study used a quantitative descriptive correlational research design to

examine the relationship between healing environment design features and the

emotional well-being of senior high school students at Kin Yang Academy Inc. This

approach allowed the researchers to describe students’ perceptions of the school

environment and examine whether these perceptions were associated with their

emotional well-being, without implying causation. Quantitative research was

employed because it allowed the researchers to collect numerical data that could be

statistically analyzed to describe and interpret students’ perceptions of various healing

environment features (Ghanad, 2023). The quantitative method was appropriate in this

study because it provided measurable and objective data, allowing the identification

of patterns and trends in students’ emotional well-being in relation to their school

environment. Descriptive research was used to provide an accurate depiction of

students’ emotional well-being and the characteristics of the school environment

(Taherdoost, 2022). This design allowed the researchers to describe and analyze the

characteristics, perceptions, and experiences of the respondents as they naturally

occurred, without manipulation, interference, or control of variables. Correlational

research was used to examine the relationship between two variables—students’

perceptions of the healing environment and their emotional well-being—as they

naturally occurred, without manipulation (Putri, Rezani, & Hermina, 2025). This

approach minimized bias and reflected authentic student experiences. Correlational

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research was appropriate because the goal was not to determine causation but to

identify whether a statistical association existed between the design features of the

environment and students’ emotional responses. To collect data, a Likert-scale survey

questionnaire was administered. Using only Likert-scale items ensured that responses

could be easily measured, analyzed, and interpreted using statistical tools. The

questionnaire gathered numerical data on how students perceived and were affected

by different healing environment features, such as natural lighting, indoor plants,

calming colors, and comfortable classroom layouts. The results helped determine how

specific design features were associated with students’ emotional well-being, such as

feeling calmer, less stressed, or more satisfied in school. To guide the development of

the questionnaire and ensure it measured relevant variables, related literature was

reviewed to provide context and define the key variables of the study.

POPULATION AND SAMPLING TECHNIQUE

The population of this study consisted of Senior High School students from

Kin Yang Academy Inc. for the School Year 2025–2026, as they were the group

whose emotional well-being may have been related to their perceptions of the school

environment. Grade 11 had eight sections across four strands: three STEM, two

HUMSS, one ABM, and two TVL, while Grade 12 had five sections: two STEM, one

ABM, one HUMSS, and one TVL. To select the respondents, convenience sampling

was employed. Convenience sampling is a type of non-probability sampling where

participants are chosen based on their availability and willingness to participate

(Golzar, Tajik, & Noor, 2022). In this study, five students from each of the thirteen

sections were selected, resulting in a total of sixty-five (65) respondents. This

approach allowed the researchers to gather data from participants who were readily

accessible within the school. Although this method did not include every student,

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selecting participants from multiple strands and sections ensured meaningful

representation of the broader Senior High School population. Convenience sampling

supported the smooth and timely collection of data within the available time and

resources. If a majority of respondents indicated a positive relationship between

exposure to healing environment features and emotional well-being, it might suggest a

similar pattern would occur across the entire population.

DATA GATHERING PROCEDURE

The following procedure will be used in gathering data for this study:

1. Development of the Research Study

The research team will select the topic, formulate the study title, and submit it

for approval by the research instructor. Once approved, the team will draft the

research chapters, including the conceptual framework, review of related literature,

research design, and methodology.

2. Formulation of the Research Instrument

A questionnaire will be prepared with two main sections: one measuring

healing environment design features and another measuring students’ emotional well-

being. The items will be developed based on insights from the reviewed literature to

ensure they are aligned with the objectives of the study. All items will be rated using a

4-point Likert scale, allowing for objective measurement and statistical analysis. The

questionnaire will first be drafted digitally, then printed for distribution to

respondents.

3. Validation of the Research Instrument

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 The draft questionnaire will be reviewed and validated by the research

instructor to ensure clarity, relevance, and alignment with the objectives of the study.

Necessary revisions will be made to guarantee that all items accurately reflect the

constructs being measured and effectively answer the research questions.

4. Approval and Preparation for Data Collection

Permission will be secured from the school administration to conduct the

study. The researchers will coordinate with teachers to determine an appropriate

timeline and prepare all materials required for administering the survey, including

printed copies of the questionnaire and pens for respondents.

5. Distribution and Collection of Data

The printed questionnaire will be distributed to the selected respondents, who

will complete it independently in a supervised setting. Before answering, respondents

will be informed about the purpose of the study, their rights as participants, and the

voluntary nature of participation. Confidentiality and anonymity will be assured. After

completion, the questionnaires will be collected and checked for completeness to

ensure accurate data.

6. Organization and Interpretation of Data

The collected data will be organized and prepared for analysis using statistical

tools. Correlation methods will be applied to examine the relationship between

healing environment design features and students’ emotional well-being. The data will

be interpreted to identify patterns, trends, and possible associations between the

variables under study.

PAGE 1
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