Sustainable Learning Environments

Course Title

Sustainable Learning Environments

Course Description of Student-Led Course

The course explores how learning, motivation, and well-being in higher education are shaped by the interaction of individual, social, and environmental factors. It adopts an interdisciplinary approach, integrating perspectives from cognitive neuroscience, psychology, health sciences, and behavioural design to understand how students engage with their study environments. Core concepts include cognitive processes such as attention, stress, and recovery, alongside behavioural design principles. A central focus is on nudging—small adjustments in the choice architecture that influence behaviour in predictable ways without limiting individual freedom. Drawing on insights from psychology, behavioural economics, and design, these approaches are applied to analysing and improving real or realistic study environments.

The course aligns with the New European Bauhaus value of “together” by emphasising inclusivity, collaboration, and shared responsibility. Students work through co-creation processes, collaboratively analysing learning environments and designing interventions that address identified challenges. Their work is informed by principles of inclusivity and universal design, ensuring consideration of diverse needs and experiences. Ethical reflection and collective learning further support a sense of shared ownership in shaping campus environments. In connection with the “beautiful” dimension, the course highlights the importance of quality, experience, and meaning in learning environments. Students examine how physical and social spaces can support both functional and emotional needs, and how small design changes—such as spatial organisation or visual cues—can enhance concentration, reduce stress, and foster engagement and belonging. The “sustainable” dimension is addressed through a focus on behavioural conditions that support long-term, responsible practices. By examining how study habits and environments influence well-being and decision-making, students develop insights into how supportive environments can encourage balanced and sustainable behaviours over time.

Overall, the course equips students with tools to analyse and improve study environments, contributing to inclusive, engaging, and supportive learning spaces.

Learning Outcomes

The course is aligned with the European Qualifications Framework (EQF) integrating theoretical knowledge, analytical skills, and independent judgement. It provides students with a broad understanding of cognitive and behavioural principles related to motivation, learning, and well-being, while developing their ability to analyse study environments, apply evidence-based strategies, and design interventions such as nudging. The course further fosters critical evaluation skills, including the assessment of long-term academic strategies and the ethical implications of interventions.

Together, these elements support the development of autonomous, reflective learners capable of applying knowledge in complex contexts and making informed, responsible decisions. The course also contributes to the development of knowledge and competencies related to the United NationsSustainable Development Goals (SDGs), particularly SDG 3 (Good Health and Well-being) and SDG 4 (QualityEducation) by addressing stress, recovery, motivation, and learning environments, the course supportsstudents in developing strategies for long-term well-being and effective learning. In addition, the focus on inclusive and accessible study environments relates to SDG 10 (Reduced Inequalities).

Upon completion of the course, students will be able to:

• Analyse a higher-education study environment using relevant cognitive and behavioural concepts (e.g., attention, motivation, stress and recovery).
• Identify a clearly delimited challenge and formulate it as a clear behavioural hypothesis or intervention rationale.
• Design an ethically responsible, evidence-informed nudging intervention that supports well-being, inclusion and sustainability (in line with the relevant UN SDGs, particularly SDG 3 and SDG 4) in campus study practices.
• Implement and document a small-scale intervention in a real or simulated setting and collect simple voluntary feedback or observations.
• Evaluate outcomes and limitations, including unintended effects and ethical considerations, and propose improvements or scaling options.
• Communicate findings through a concise presentation/poster and a reflective individual statement linking theory, method and results.

Prerequisites for the Course 

General Entry Requirements

Registration Info and Deadline

Only BTH students can apply. Information on registration will be communicated internally. 

At a Glance

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