الفهرس 
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Abstract
Humans are greatly affected by their surroundings; Each element in its interior has a mental and physical effect. This effect is essential in the university learning environment. Students spend most of their time in the classroom, so when design elements conform to design requirements, it positively effects students psychologically, mentally, and physically. All these positive effects can be increased by integrating biophilic elements in the design process, such as plant elements, natural colors, materials, lighting, ventilation, etc. These effects turn into negative effects when these requirements are not achieved, which has a significant effect on the entire educational process, here lies the importance of this research which aims to set criteria for assessing learning spaces by examining both design elements and biophilic attributes and knowing their positive or negative effect on students. Therefore, the first chapter addresses the effect of the built environment on human behavior and how integrating biophilic design attributes increases its positive effect. Then, the second chapter focuses on the effect of university learning spaces on students psychologically, physically, and mentally. After that, the third chapter highlights the importance of integrating biophilic design into the design process to develop a mechanism for evaluating the learning environment in terms of standards of biophilic design and design features and their effect on students’ behavior, performance, and health. Finally, this criterion was used in this case study in analyzing four learning spaces in three colleges for both design elements and biophilic attributes, in addition to a questionnaire for students to collect their opinions about their learning space and its effect on them from their point of view, and then comparing them and reach results.