Harnessing the power of plants: a study of the ESCS Green Room

David, Alexandra; Silvestre, Cláudia

http://hdl.handle.net/10400.21/17725

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Authors

David, Alexandra

Silvestre, Cláudia

Abstract(s)

Inserted in the Action Plan of the Eco-Schools Program by ABAE, for the period of 2023/2024, members of the Eco-Schools council of the School of Communication and Media Studies (ESCS) have placed various plant species in a conventional classroom, such as succulents, ivies, snake plants, aloe vera, yuccas, ferns, and peace lilies. These plants were selected due to their ability to enhance air quality, suitable for environments with high population density (Wolverton et al., 1989 and Chauhan et al.,2022). This study aims to investigate the benefits associated with the presence of plants in an ESCS classroom, the Green Room, focusing on four dimensions: 1) Air quality, 2) Psychological benefits, 3) Aesthetic, and 4) Environmental sustainability. This innovative approach at ESCS is aligned with the following Sustainable Development Goals (SDGs): 3 - Good Health and Well-being, 4 - Quality Education, 11 - Sustainable Cities and Communities, 12 - Responsible Consumption and Production, 13 - Climate Action, and 15 - Life on Land. A questionnaire consisting of 11 questions, covering quantitative and qualitative, dimensions, was developed and answered by 11 teachers and 109 students who taught and attended the Green Room and conventional classrooms. Regarding air quality, scientific evidence indicates that plants play a crucial role in promoting a healthier environment through the process of photosynthesis, resulting in the absorption of carbon dioxide and release of oxygen (Gunawardena and Steemers, 2019). The results of measuring CO2 concentration levels in the Green Room (555.2 ppm) and in a conventional classroom (597.6 ppm), both empty, prove this phenomenon. This reality contributes to higher concentration levels and consequently, better academic performance. Connection with nature is consistently associated with psychological benefits, and a literature review (Lorenzo Montero, M. E., 2023), highlighted five dimensions: attention restoration, stress reduction, psychological well-being, mental health, and psychosocial benefits. In a higher education institution like ESCS, the presence of plants also contributes to a more relaxing environment conducive to learning. Aesthetics play a crucial role in creating inspiring academic environments, and plants, as attractive visual elements, make the space more welcoming. Studies conducted by psychologist Craig Knight in academic and professional environments in the UK and the Netherlands corroborate these findings, demonstrating that the introduction of plants contributed to subjective perception of air quality, concentration, and satisfaction, as well as objective measures of productivity (Nieuwenhuis, et al., 2014). In the context of environmental sustainability, the incorporation of plants in classrooms aligns with the growing global concern for the environment, contributing to the reduction of carbon footprint and the creation of ecologically balanced spaces (Danielski, et al., 2022). The results of the questionnaire conducted at ESCS indicate that 84.7% of participants consider that plants contribute to a healthier environment, 82% evaluate the room as aesthetically pleasing and inviting, and over 88% rate the room as relaxing. Thus, the Green Room emerges as a space that offers tangible benefits for air quality, well-being, aesthetics, and sustainability, promoting a more stimulating academic environment aligned with sustainable development goals. Acknowledgments – We would like to thank the Benfica Parish Council and the Lisbon City Council for the supply of plants and Hugo Costa (ESELx) for CO2 and O2 measurements. REFERENCES Chauhan, S., Manisha, Bhargava, B., Kandpal, K. C., and Kumar, A. (2022). Analyzing Preferred Indoor Ornamental Potted Plants for Their Air Pollution Tolerance Ability. Polish Journal of Environmental Studies, 31(3), 2019–2027. https://doi.org/10.15244/pjoes/140291 Danielski, I., Svensson, Å., Weimer, K., Lorentzen, L., and Warne, M. (2022). Effects of Green Plants on the Indoor Environment and Wellbeing in Classrooms—A Case Study in a Swedish School. Sustainability, 14(7), 3777. https://doi.org/10.3390/su14073777 Gunawardena, K., and Steemers, K. (2019). Living walls in indoor environments. Building and Environment, 148, 478–487. https://doi.org/10.1016/j.buildenv.2018.11.014 Lorenzo Montero, M. E. (2023). Beneficios psicológicos del contacto con la naturaleza: restauración y emociones trascendentes. http://hdl.handle.net/10486/706716 Nieuwenhuis, M., Knight, C., Postmes, T., and Haslam, S. A. (2014). The relative benefits of green versus lean office space: Three field experiments. Journal of Experimental Psychology: Applied, 20(3), 199-214. https://doi.org/10.1037/xap0000024 Wolverton, B. C., Douglas, W. L., Bounds, K. (1989). A study of interior landscape plants for indoor air pollution abatement. Final report, NASA. Collection nasa_techdocs. https://archive.org/details/nasa_techdoc_19930072988

Keywords

Environmental awareness Plants in the classroom Air quality Students School stress

URI

http://hdl.handle.net/10400.21/17725

Citation

David, A. & Silvestre, C. (2024, apr, 26-28). Harnessing the power of plants: A study of the ESCS Green Room. Paper presented at “1st International Conference of FEE EcoCampus “Getting Higher Level Education Climate Ready”, Escola Superior de Educação de Lisboa, Lisboa, Portugal.