Beyond Blue and Green Spaces: Identifying and Characterizing Restorative Environments on Sichuan Technology and Business University Campus

Abstract

Undergraduates commonly suffer from stress and anxiety; therefore, it is imperative to find restorative places on campus. Although blue and green spaces are good for recovery and stress relief, previous studies have failed to determine other types of restorative spaces on campuses. Using a bottom-up participatory smartphone photo survey, this study recruited a sample of 243 students from Sichuan Technology and Business University in China, and the results were as follows: (1) potential restorative spaces on campus were grouped into five categories: green, blue, gray, living, and study space; (2) no significant differences were found in the assessment of the five restorative spaces, all of which showed positive effects; (3) the five restorative spaces were linked with four restorative characteristics in different ways, with green, blue, gray, and living space showing the “being away” characteristic (refuges from the hassles of everyday life, indicate geographical or psychological distance), and gray and study spaces showing the “fascination” characteristic (effortless attention); (4) visit duration played an important role in the environment’s potential to promote recovery. A shorter visit duration owing to a lack of infrastructure and interest points may contribute to reduced benefits. This study has important implications for the design and management of restorative environments on college campuses.

Research on the psychologically restorative effects of campus common spaces from the perspective of health

“…Other researchers show that the rest facilities and activity facilities in campus common spaces can all significantly promote the psychological restoration of college students. For instance, research by Du and Nordh et al shows that a sufficient number of comfortable and hygienic rest seats and seats with a natural view in campus common spaces can significantly increase the stay time and frequency of college students, which is conducive to producing restorative effects ( 38 , 39 ). Research by Skärbäck shows that the number of activity facilities, and the compatibility and support of activity fields, can promote college students’ physical activities, helping them to relieve their psychological stress and restore their attention ( 40 ).…”

Sustainable Assessment Tools for Higher Education Institutions: Developing Two-Hierarchy Tools for China

“…Previous studies have compared international SATs with Chinese campuses and have found that modifications are necessary to consider the actual status of campus sustainable development in China [17,20]. Additionally, regional case studies have been conducted to propose more appropriate SATs for Chinese HEIs [21,22]. In general, Chinese HEIs are still in their early stage of sustainability and in need of regional SATs.…”