Evaluating The Physical Conditions Of Primary School Landscapes In Bauchi Metropolis: A Framework For Enhanced Learning Environment

Abstract

The physical and design conditions of school grounds significantly influence pupils' educational outcomes, well-being, and social development. This study investigates the design conditions of the landscape of primary school grounds in Bauchi metropolis, Nigeria, with a view to proposing a framework for optimizing their functionality. Drawing on a mixed-methods approach, data were collected through observational checklists, questionnaires administered to pupils and teachers, and photographic documentation across selected public and private primary schools. The findings reveal significant design inadequacies, including limited interactive play areas, poor integration of natural elements, lack of designated outdoor learning spaces, and insufficient safety and aesthetic features. Teachers and pupils consistently reported dissatisfaction with the spatial quality and usability of their school grounds. The study highlights the need for strategic landscape redesign emphasizing accessibility, flexibility, environmental sustainability, and participatory planning. A conceptual framework is proposed to guide future interventions aimed at improving school landscape design in hot-dry urban climates. The paper contributes to the discourse on school infrastructure development in Sub-Saharan Africa, advocating for policies that integrate environmental design principles into educational planning.