Urban Landscapes as Living Classrooms: A Bibliometric Analysis and Conceptual Framework for Inquiry-Based Learning

PDF (485KB), PP.1-13

Views: 0 Downloads: 0

Author(s)

Carlos Mario Fernandez Hoyos 1,* Elvira Patricia Florez Nisperuza 1

1. Universidad de Cordoba, Cordoba, Monteria, Colombia

* Corresponding author.

DOI: https://doi.org/10.5815/ijeme.2026.05.01

Received: 6 Jul. 2026 / Revised: 8 Aug. 2026 / Accepted: 17 Sep. 2026 / Published: 8 Oct. 2026

Index Terms

Living Classroom, Urban Context, Inquiry-Based Learning, Socio-Ecological Systems, Science Education

Abstract

This article presents a reflective analysis concerning the evolution of the “Living Classroom” concept, traditionally associated with rural settings, and its re-conceptualization within urban socio-ecological systems. By synthesizing global scientific trends and contemporary research, the study explores how metropolitan green infrastructures—such as urban forests, biocultural canals, and school gardens—function as high-complexity laboratories for Inquiry-Based Learning (IBL). The methodological approach combines a PRISMA-inspired systematic qualitative synthesis with a bibliometric analysis of 2,732 open-access articles indexed in the Scopus database (2015–2026), applying the Authors–Journals–Contributions (ARA) methodology and VOSviewer for scientific mapping. The findings reveal the scientific leadership of China and several European countries, a predominance of publications in Q1 journals, and four major thematic clusters related to sustainable development, human health and education, interdisciplinary knowledge integration, and socio-ecological learning environments. The reflection argues that the urban landscape is not a substitute for nature but a primary pedagogical mediator that enhances cognitive development, health, and environmental citizenship. Furthermore, the discussion integrates findings from international research to propose a necessary shift in natural science education: the city can be understood as a living laboratory where scientific inquiry bridges the gap between urban development and ecological literacy. Building on this synthesis, the study develops a conceptual framework that addresses the phenomenon of environmental blindness by reconceptualizing urban living classrooms as pedagogical mediators that connect scientific inquiry with everyday socio-ecological experiences. The proposed framework supports the pedagogical reinterpretation of riverside territories and urban ecosystems as authentic contexts for scientific inquiry. It also provides a theoretical reference for future educational research on inquiry-based science education in urban contexts.

Cite This Paper

Carlos Mario Fernandez Hoyos, Elvira Patricia Florez Nisperuza, "Urban Landscapes as Living Classrooms: A Bibliometric Analysis and Conceptual Framework for Inquiry-Based Learning", International Journal of Education and Management Engineering (IJEME), Vol.16, No.5, pp. 1-13, 2026. DOI:10.5815/ijeme.2026.05.01

Reference

[1]M. C. Pastore, C. I. M. Parenti, and C. Patetta, "Defining Publicly Accessible Urban Green Spaces for Psychophysical Wellbeing in the Milan Metropolitan Area," Cities, vol. 168, Art. no. 106415, 2026. DOI: 10.1016/j.cities.2025.106415
[2]Z. Lowton, "Urban Transformation Initiatives in Johannesburg and Public Space User Perceptions," Cities, vol. 168, Art. no. 106436, 2026. DOI: 10.1016/j.cities.2025.106436
[3]K. L. Butterfield and K. P. Daniels, "Community Gardens Support Stress Coping and Health: A Comparison of Rural and Urban Perceptions of Benefits," Wellbeing, Space and Society, vol. 9, Art. no. 100297, 2025. doi: 10.1016/j.wss.2025.100297
[4]R. Yousef and I. Valánszki, "Beyond Greens: Urban Development and Green Space Availability in Residential Areas of Damascus," City and Environment Interactions, vol. 28, Art. no. 100235, 2025. DOI: 10.1016/j.cacint.2025.100235
[5]D. Govindarajulu, F. G. Sánchez, and P. Chaudhry, "Redeveloping Open and Urban Green Spaces for Climate Resilience: A Case Study of Chennai," in Blue-Green Infrastructure for Sustainable Urban Settlements. Cham, Switzerland: Springer, 2024, pp. 299–317. DOI:10.1007/978-3-031-62293-9_13
[6]I. Landa-Oregi, I. Gonzalez-Ochoantesana, and M. Anaya-Rodriguez, "Understanding the Engagement of Citizens in the Regeneration of Urban Spaces Through Human-Centered Design: A Systematic Literature Review," Cities, vol. 168, Art. no. 106414, 2026. DOI: 10.1016/j.cities.2025.106414
[7]H. Li, R. Chen, J. Wu, and N. Ta, "How Green Space Quantity and Quality Across Different Geographic Contexts Impact Mental Health," Cities, vol. 168, Art. no. 106439, 2026. DOI: 10.1016/j.cities.2025.106439
[8]C. M. Raymond, P. Rautio, N. Fagerholm, V. A. Aaltonen, E. Andersson, D. Celermajer, M. Christie, M. Hällfors, M. H. Saari, H. S. Mishra, A. M. Lechner, M. Pineda-Pinto, and D. Schlosberg, "Applying Multispecies Justice in Nature-Based Solutions and Urban Sustainability Planning: Tensions and Prospects," npj Urban Sustainability, vol. 5, Art. no. 2, 2025. DOI:10.1038/s42949-025-00191-2
[9]A. Rastandeh and M. Jarchow, Creating Resilient Landscapes in an Era of Climate Change: Global Case Studies and Real-World Solutions, 1st ed. London, U.K.: Routledge, 2022. DOI:10.4324/9781003266440
[10]Y. Ryan-Fogarty, C. M. Carlin, T. Kirakowski, M. J. Kirrane, L. Lysaght, and D. T. Reidy, "Evaluating the Use of Intervarsity BioBlitz as an Engagement and Reporting Tool for Biodiversity in Green and Blue Spaces on Urban Campuses: A Case Study of Irish Universities," Biology and Environment: Proceedings of the Royal Irish Academy, vol. 122B, no. 3, pp. 181–200, 2022. DOI: 10.1353/bae.2022.0012
[11]B. Tabuenca, J. L. Moreno-Sancho, J. Arquero-Gallego, W. Greller, and D. Hernández-Leo, "Generating an Environmental Awareness System for Learning Using IoT Technology," Internet of Things, vol. 22, Art. no. 100756, 2023. DOI: 10.1016/j.iot.2023.100756
[12]D. Sobel, Place-Based Education: Connecting Classrooms and Communities. Great Barrington, MA, USA: Orion Society, 2005
[13]M. Yemini, L. Engel, and A. Ben Simon, "Place-Based Education: A Systematic Review of Literature," Educational Review, vol. 77, no. 2, pp. 640–660, 2023. DOI: 10.1080/00131911.2023.2177260
[14]M. J. Page, J. E. McKenzie, P. M. Bossuyt, et al., "The PRISMA 2020 Statement: An Updated Guideline for Reporting Systematic Reviews," BMJ, vol. 372, Art. no. n71, 2021. DOI: 10.1136/bmj.n71
[15]S. Abbasova, "Trends in scientific and public interest in managerial accounting: Bibliometric analysis," Problems and Perspectives in Management, vol. 21, no. 4, pp. 650–664, 2023. DOI: 10.21511/ppm.21(4).2023.49
[16]R. Walshe, N. Evans, and L. Law, "School Gardens and Student Engagement: A Systematic Review Exploring Benefits, Barriers and Strategies," Issues in Educational Research, vol. 34, no. 2, pp. 782–801, 2024
[17]A. Ellington and C. Prado, "Connecting Schools and Communities: A Look at Place-Based Learning and Equitable Access in SF Bay Area Outdoor Environmental Education," Environmental Education Research, vol. 30, no. 8, pp. 1327–1347, 2024. DOI:10.1080/13504622.2024.2321260
[18]E. Janeczko, J. Banaś, M. Woźnicka, K. Janeczko, S. Zięba, K. Utnik-Banaś, and A. Banaś, "What Kind of Recreational Infrastructure Encourages Forest Visits the Most? A Case Study of Poland," Sustainability, vol. 17, no. 8, Art. no. 3598, 2025. DOI:10.3390/su17083598
[19]N. Blanc, C. Clauzel, C. About, A. L. Riché, M. Gippet, and S. Bortolamiol, "Schoolyards Greening for Connecting People and Nature: An Example of Nature-Based Solutions," npj Urban Sustainability, vol. 5, Art. no. 64, 2025. DOI:10.1038/s42949-025-00252-6
[20]L. M. Marco-Bujosa, A. A. Friedman, and A. Kramer, "Learning to Teach Science in Urban Schools: Context as Content," School Science and Mathematics, vol. 121, no. 1, pp. 46–57, 2021. DOI:10.1111/ssm.12441
[21]Y. Afacan, "Impacts of Urban Living Lab (ULL) on Learning to Design Inclusive, Sustainable, and Climate-Resilient Urban Environments," Land Use Policy, vol. 124, Art. no. 106443, 2023. DOI: 10.1016/j.landusepol.2022.106443
[22]M. Khodadad, I. Aguilar-Barajas, and A. Z. Khan, "Green Infrastructure for Urban Flood Resilience: A Review of Recent Literature on Bibliometrics, Methodologies, and Typologies," Water, vol. 15, no. 3, Art. no. 523, 2023. DOI:10.3390/w15030523
[23]W. Wonglangka, S. Suwannarat, and S. Auttarat, "Living Cultural Infrastructure as a Model for Biocultural Conservation: A Case Study of the Maekha Canal, Chiang Mai, Thailand," Conservation, vol. 5, no. 3, Art. no. 45, 2025. DOI:10.3390/conservation5030045
[24]M. O. Asibey, C. A. Appiah, E. A. B. Okyere, and M. A. Bilson, "Nature Where We Live: Receptivity to Context-Sensitive Nature-Based Solutions in African Cities," Cities, vol. 167, Art. no. 106375, 2025. DOI: 10.1016/j.cities.2025.106375
[25]S. K. Schueller, Z. Li, Z. Bliss, R. Roake, and B. Weiler, "How Informed Design Can Make a Difference: Supporting Insect Pollinators in Cities," Land, vol. 12, no. 7, Art. no. 1289, 2023. DOI:10.3390/land12071289
[26]L. S. Pek, F. S. C. Yob, A. A. Azmi, J. Xiao, M. Z. Miftah, and C. Anwar, "From Classrooms to Green Spaces: A Bibliometric Journey into Sustainable Education," International Journal of Sustainable Development and Planning, vol. 20, no. 11, pp. 4623–4633, 2025. DOI:10.18280/ijsdp.201107
[27]J. Taylor, S. Jokela, M. Laine, J. Rajaniemi, P. Jokinen, L. Häikiö, and A. Lönnqvist, "Learning and Teaching Interdisciplinary Skills in Sustainable Urban Development: The Case of Tampere University, Finland," Sustainability, vol. 13, no. 3, Art. no. 1180, 2021. DOI:10.3390/su13031180
[28]S. Lehmann, "Nature in the Urban Context: Renaturalisation as an Important Dimension of Urban Resilience and Planning," Módulo Arquitectura CUC, vol. 26, no. 1, pp. 161–190, 2021. DOI: 10.17981/mod.arq.cuc.26.1.2021.07
[29]F. Ferrini, A. Fini, J. Mori, and A. Gori, "Role of Vegetation as a Mitigating Factor in the Urban Context," Sustainability, vol. 12, no. 10, Art. no. 4247, 2020. DOI:10.3390/su12104247
[30]A. Poturalska, "Assessing Ecosystem Services Across Scales: Potential, Supply, and Demand of Provisioning and Cultural Services," Nordia Geographical Publications, vol. 55, no. 1, pp. 1–55, 2026. DOI:10.30671/nordia.179343
[31]A. Gonji, I. Chauhan, and S. Babu, "Coexistence of Wild Fauna in the City," Ecology, Economy and Society – The INSEE Journal, vol. 7, no. 2, pp. 193–215, 2024.
[32]N. E. Wonderlin, A. R. Lorenz-Reaves, and P. J. T. White, "Habitats of Urban Moths: Engaging Elementary School Students in the Scientific Process," The American Biology Teacher, vol. 84, no. 5, pp. 284–289, 2022. DOI:10.1525/abt.2022.84.5.284
[33]M. R. Lundquist, M. R. Weisend, and H. H. Kenmore, "Insect Biodiversity in Urban Tree Pit Habitats," Urban Forestry & Urban Greening, vol. 78, Art. no. 127788, 2022. DOI: 10.1016/j.ufug.2022.127788
[34]N. Hane and K. F. Korfmacher, "Insect 'Bee & Bees' and Pollinator Penthouses: Teaching Students About Pollinators and Their Services in an Urban Environment," Urban Ecosystems, vol. 25, no. 4, pp. 1057–1064, 2022. DOI:10.1007/s11252-021-01186-4
[35]R. J. Keith, L. M. Given, J. M. Martin, and D. F. Hochuli, "Environmental Self-Identity Partially Mediates the Effects of Exposure and Connection to Nature on Urban Children's Conservation Behaviours," Current Research in Ecological and Social Psychology, vol. 3, Art. no. 100066, 2022. DOI: 10.1016/j.cresp.2022.100066
[36]Mockovčáková and A. Barrable, "Factors Associated with Nature Connection in Children: A Review, Synthesis and Implications for Practice within Environmental Education and Beyond," International Journal of Early Childhood Environmental Education, vol. 11, no. 2, pp. 26–42, 2024.
[37]C. Visentin, S. Torresin, M. Pellegatti, and N. Prodi, "Indoor Soundscape in Primary School Classrooms," The Journal of the Acoustical Society of America, vol. 154, no. 3, pp. 1813–1826, 2023. DOI: 10.1121/10.0020833
[38]S. Rozalynne, M. Muntazar, and T. N. Afrin, "How the Built Environment Shapes Children's Microbiome: A Systematic Review," Microorganisms, vol. 13, no. 4, Art. no. 950, 2025. DOI:10.3390/microorganisms13040950
[39]X. Wang and C. T. Cope, "Integrating Ecology and Sustainability into Civil Engineering Design: A Civil Engineering Capstone Project," in Proc. ASEE Annual Conference and Exposition, Minneapolis, MN, USA, Aug. 2022. DOI: 10.18260/1-2--40554
[40]S. Ramellini, S. Lapadula, L. Bonomelli, D. Sciandra, and M. Falaschi, "Effects of Human Disturbance on Detectability of Non-Breeding Birds in Urban Green Areas," Global Ecology and Conservation, vol. 51, Art. no. e02873, 2024. DOI: 10.1016/j.gecco.2024.e02873
[41]D. A. Vella-Brodrick and K. Gilowska, "Effects of Nature (Greenspace) on Cognitive Functioning in School Children and Adolescents: A Systematic Review," Educational Psychology Review, vol. 34, pp. 1217–1254, 2022. DOI:10.1007/s10648-022-09658-5
[42]W. Huang and G. Lin, "The Relationship Between Urban Green Space and Social Health: A Scoping Review," Urban Forestry & Urban Greening, vol. 85, Art. no. 127969, 2023. DOI: 10.1016/j.ufug.2023.127969
[43]F. Liu, Y. Tian, C. Y. Jim, T. Wang, J. Luan, and M. Yan, "Residents' Living Environments, Self-Rated Health Status and Perceptions of Urban Green Space Benefits," Forests, vol. 13, no. 1, Art. no. 9, 2022. DOI:10.3390/f13010009
[44]O. Khalaim, O. Zabarna, T. Kazantsev, I. Panas, and O. Polishchuk, "Urban Green Infrastructure Inventory as a Key Prerequisite to Sustainable Cities in Ukraine under Extreme Heat Events," Sustainability, vol. 13, no. 5, Art. no. 2470, 2021. DOI:10.3390/su13052470
[45]M. C. Dade, S. J. Livesley, and C. O. Barona, "People's Perceptions of Urban Trees Are More Negative after COVID-19 Lockdowns," npj Urban Sustainability, vol. 5, Art. no. 42, 2025. DOI: 10.1038/s42949-025-00230-y
[46]J. Gruno and S. Gibbons, "Types of Outdoor Education Programs for Adolescents in British Columbia: An Environmental Scan," Journal of Outdoor and Environmental Education, vol. 25, no. 2, pp. 117–144, 2022. DOI: 10.1007/s42322-021-00090-x
[47]T. Scheffel, L. Hives, J. Scott, and A. Steele, "Learning with Wide-Open Eyes: Nudging at Perceived Barriers to Outdoor Learning within a Kindergarten," Children, Youth and Environments, vol. 31, no. 2, pp. 83–104, 2021. DOI: 10.7721/chilyoutenvi.31.2.0083
[48]E. N. Hane and K. F. Korfmacher, "Engaging Students in Redesigning a Local Urban Space to Improve Ecosystem Services," Urban Ecosystems, vol. 25, no. 3, pp. 719–724, 2022. DOI:10.1007/s11252-021-01184-6
[49]C. Wang and F. Luo, "Differing Perceptions on Cultural Ecosystem Service Values of Urban Forest Landscapes for Children and Youths: A Case Study of Changsha, Central China," Urban Forestry & Urban Greening, vol. 112, Art. no. 129005, 2025. DOI: 10.1016/j.ufug.2025.129005
[50]R. Guillén Peñafiel, A. M. Hernández-Carretero, and J. M. Sánchez-Martín, "The Dehesa as Landscape Heritage from the Perspective of the New Generation," Land, vol. 14, no. 11, Art. no. 2111, 2025. DOI:10.3390/land14112111
[51]D. Codato, D. Grego, and F. Peroni, "Community Gardens for Inclusive Urban Planning in Padua (Italy): Implementing a Participatory Spatial Multicriteria Decision-Making Analysis to Explore the Social Meanings of Urban Agriculture," Frontiers in Sustainable Food Systems, vol. 8, Art. no. 1344034, 2024. DOI:10.3389/fsufs.2024.1344034
[52]E. Gallay, A. Pykett, and C. Flanagan, "We Make Our Community: Youth Forging Environmental Identities in Urban Landscapes," Sustainability, vol. 13, no. 14, Art. no. 7736, 2021. DOI:10.3390/su13147736