VIRTUAL Prague Research & Teaching Conference

Abstract

Recently, wellbeing of students across all levels of education has drawn considerable attention. Data shows that high levels of stress, anxiety, and mental health issues have become common, particularly among tertiary education students, many of whom report feeling overwhelmed and burnt out (Eisenberg et al., 2013). While educational institutions typically offer counselling and support services on a need-basis, wellbeing does not take centre stage for all occupants within these built environments. Although research from the healthcare sector suggests that mindful spaces can significantly improve wellbeing by reducing stress and promoting emotional balance (Ulrich, 1991), the potential for transferring these healthcare design principles into educational settings remains largely underexplored. This research explores this intersection of healthcare and education as a means to unify learning with wellbeing to improve academic outcomes and enhance the learning experience. It proposes to create a framework that integrates sensory design and mindfulness within educational settings. By offering spaces that go beyond the traditional learning environment, it aims to address the emotional and psychological needs of students and foster a learning environment where both mental health and academic performance are prioritized. A notable gap is recorded in the research on how sensory stimuli and mindfulness can be transferred to educational settings to support student wellbeing and their impact on stress levels, wellbeing, and academic outcomes. This study seeks to address this gap by investigating the integration of these elements within schools and universities to create a future-forward model that merges elements of healthcare design into educational settings.