واکاوی ادراک حسی عقلی منظر سبز و نقش آن در کیفیت محیط آموزشی کودکان(نمونه موردی: دبستان فارابی تبریز)

Objective: This study analyzes the sensory–rational perception of the green landscape and its role in the quality of children's educational environment at Farabi Elementary School, Tabriz.

Method: A sequential exploratory mixed-methods design was used. The qualitative phase involved field survey, behavioral observation, and picture-based interviews; the quantitative phase surveyed 120 students and 24 teachers with a 27-item researcher-made questionnaire (Cronbach's alpha = 0.89). Data were analyzed using Pearson correlation, hierarchical regression, and multiple regression.

Findings: The means of sensory perception (2.64), rational perception (2.41), and active interaction (2.18) were below the midpoint. The perceptual quality of the green landscape was positively and significantly related to the quality of the educational environment (r = 0.61), explaining 43% of its variance. Adding active interaction increased the explanatory power for rational perception from 0.21 to 0.46.

Conclusion: The school's green landscape remains at the level of a visual stimulus, and the sensory–rational perceptual chain is incomplete. The determining factor is the perceptual quality of the landscape and children's opportunity for active interaction. Green landscape design should focus on sensory richness, active interaction, and seasonal adaptation to the cold climate.