Matluba Khan

Education systems in low-income countries like Bangladesh have rapidly responded to the Covid-19 pandemic with extremely limited resources, resulting in adaptive and unique approaches to teaching and learning (use of mobile phones; national television; online live teaching and resources), but many children are missing out on critical periods of their education. The situation is exacerbated due to the Covid-19 pandemic and reform in the education policy is underway in response. The research project ‘Crisis-led approaches to teaching and learning in Bangladesh: New frameworks for outdoor, blended learning in low-income country contexts’ aims to address these challenges and inform policy through developing a framework to combine digital learning with outdoor learning for primary education in Bangladesh, to mitigate the impact of the pandemic, but also to improve children’s educational and wellbeing outcomes in the longer term. Through working in partnership with BUET and #NextGenEdu and directly with primary teachers and schools, we will develop an evidence base of the emerging responses to remote, blended, and outdoor learning in schools, households, and neighbourhoods during the pandemic and develop a collaborative network to address current problems and frame new solutions. This workshop report draws on the discussion in the first stakeholder workshop in Bangladesh supported by HEFCW GCRF funds. The workshop held in May 2021 over zoom, was organised jointly by Cardiff University, BUET, a2i, and #NextGenEdu. It was planned with stakeholders including the Director General of NAPE, Government Officials, education experts, teachers, practitioners, parents, urban planners, architects, and national and international NGOs, 57 participants from several national (both government and private) and international organisations took part. The workshop activities focused on the collective exploration of the existing educational responses to the pandemic, challenges, and success stories of teaching and learning during the pandemic in the context of Bangladesh, and insights on the development of a blended learning framework. The pandemic has had a severe impact on education across Bangladesh as children’s learning has continued to be disrupted since school closures on the 18th of March 2020. A range of digital and online solutions to distanced and blended learning were discussed in the workshop. These ranged from nationwide approaches (e.g., centralised online educational resources such as Muktopath, and online meeting tools including Google Meet, Zoom, Imo, WhatsApp), to individual teachers’ methods of delivering teaching and learning using digital tools (e.g., building own Facebook pages, and self-designed learning spaces at home). A number of other ‘low-tech’ solutions were discussed at a range of scales, some focusing on ‘tools’ (e.g., ‘phoneschooling’, lessons broadcasted through TV and radio) and others focusing on teachers’ pedagogic methods (e.g., physically delivering materials to students’ homes). Whilst the majority of workshop participants were enthusiastic about outdoor learning, there were limited examples (e.g., courtyard teaching) discussed of where outdoor learning had been effectively taking place. A range of possibilities was discussed that include the use of outdoor spaces like streets, community spaces, schoolyards, gardens, or fields. One of the most critical concerns for the workshop participants was about inequalities associated with blended and distanced learning for both teachers and children. The participants were apprehensive about the substantial disparities in access to technology, and other physical and technology-relevant infrastructure, as a2i estimated that 53% of people do not have any access to the internet. Awareness of available resources was also raised as an issue. Participants reported that students missed out on important social contact and their increased screen time was a matter of concern for parents. Whilst school attendance at primary and secondary levels had improved over the last decade, a wider scale concern was the extent to which children will return to school as many would be unable to ‘catch up’. Some participants, therefore, felt that the focus on digital devices was misplaced and that instead much more focus should be placed on low-tech learning solutions. Workshop participants felt strongly that teachers need access to relevant, quality professional development and support to be able to continue teaching in crisis contexts. While positive examples of schools being proactive, and quickly delivering teacher training in response to school closures was evident, there was considerable concern for the lack of training for teachers to use digital tools to conduct distance learning, with significant inequalities noted between teachers in different economic, personal, and locational circumstances. A range of problems with high-tech solutions was discussed (e.g., teacher…

Supplemental material, Appendix_EandB for Can an Outdoor Learning Environment Improve Children's Academic Attainment? A Quasi-Experimental Mixed Methods Study in Bangladesh by Matluba Khan, Sarah McGeown and Simon Bell in Environment and Behavior

PROVE is a Portuguese program that empowers small-scale farmers organized into local networks to directly commercialize baskets of locally produced fruits and vegetables to consumers. This study applied a post-test-only non-equivalent group design to evaluate the resulting influence on the social empowerment of farmers and on consumer diets. The method included conducting a survey of PROVE farmers (n = 36) and a survey of PROVE consumers (n = 294) that were compared against matched samples of Portuguese respondents of international surveys (European Social Survey, n = 36 and the INHERIT Five-Country Survey, n = 571, respectively). PROVE farmers reported higher scores for perceived influence on the work environment than the national sample. PROVE consumers were more likely to eat five or more portions of fruits and vegetables a day in comparison to the matched sample of Portuguese citizens (average odds ratio: 3.05, p < 0.05). Being a PROVE consumer also generated an impact on the...

Green space areas offer several benefits that support our physical, psychological, and social health. However, the level of engagement with green space areas may not be the same across population groups. Using a mixed-method research design, we investigated the use of a green space area and whether and how the area was beneficial for health, social inclusion, and physical activity for all socioeconomic groups in a suburban area in Norway. The study showed significantly increased use of the area from 2015–2018 and that users belonged to different socioeconomic groups. The motivation for using the area was the opportunity to experience nature and to interact socially. While no significant changes in self-rated health, life satisfaction, or levels of physical activity were found, the study indicates that factors such as location, availability, and designated places for social interaction are important motivating factors for use. Users from the lower socioeconomic groups were among the ...

The world’s challenges of climate change, damage to ecosystems, and social and health inequalities require changes in human behaviours at every level of organisation, among governments, business, communities, and individuals. An important question is how behaviour change can be enabled and supported at the scale and speed required. The research reported in this paper describes important lessons for good practice in changing contexts to modify behaviours for a triple win for health, equity and environmental sustainability. Authors synthesised learning from qualitative, quantitative and cost benefit evaluations of 15 case studies conducted in 12 countries in Europe. The case studies address ways of living (green spaces and energy efficient housing), moving (active transport) and consuming (healthy and sustainable diets) that support the triple win. Ten lessons for good practice were identified. These include bringing a triple win mindset to policy and practice in planning intervention...

Urbanization, costs of green space maintenance, and diminishing connection between people and nature all exert pressures on urban green space. This is regrettable as green space has the potential to create wins for environmental sustainability, health, and health equity. This paper explores this potential triple win and investigates how to increase the use of urban green space through behavior change. A narrative literature review was conducted and was supplemented with literature suggested by experts. Results show that creating well-designed green spaces and stimulating people to use them can indeed deliver this triple win. Providing accessible, attractive, well-maintained green space with room for socialization, and where people feel safe, may increase the opportunity and motivation of people to use it more often. Informing and educating people and organizing activities may increase capability (and motivation) to use green space. Since the use of green space depends on life stage,...

Combined diet and physical activity school-based interventions (rather than only diet or physical activity interventions) are more likely to help prevent children from becoming overweight in the long term. However, such interventions are less prevalent, and therefore, this pilot study aimed to assess the feasibility of a gardening intervention coupled with awareness about plant-based meals among 9−10 year old children in a London primary school. We recruited 60 children from two Year 5 classes, one class participated as an intervention group, and results were compared against another class who acted as the control group. Children’s physical activity (PA) was measured using GENEActiv wrist-worn accelerometers. Their fruit and vegetable intake and attitudes to and preferences in eating fruits and vegetables were measured using a self-report questionnaire. Furthermore, three focus groups were held with children in the intervention group to understand the reasons behind any change as a ...

The present study adopted a quasi-experimental mixed method approach to investigate the influence of an improved school ground on children’s academic performance. In total, 123 children from two (intervention and control) primary schools in Bangladesh participated. In the intervention school, a barren school ground was redesigned with several behavior settings (e.g., gardens and amphitheater) for teaching and learning. Treatment group children ( n = 29) received math and science classes outdoors, while a comparison group ( n = 32) received usual indoor classes. A control school with no changes to the outdoor environment was included ( n = 62). The redesigned school ground was associated with higher levels of academic attainment. Furthermore, all intervention schoolchildren perceived more opportunities to explore in the redesigned school ground. Qualitative insights suggest the diverse settings provided more opportunities to explore, experiment, and work collaboratively. These result...

ABSTRACT Due to the cultural and economic environment, tall buildings are an inevitable building form and part of the contemporary urban landscape. But most contemporary skyscrapers are designed so that the internal environment is completely enclosed and disengaged from the climatic conditions of the site. They are 100% reliant on mechanical air conditioning for the comfort of their occupants. The bio-climatic skyscraper, in contrast, responds to the ambient climate of its location. With the growing population there is an increase in the construction of high-rise buildings, a massive concentration of inorganic mass onto a small locality. This affects the ecological balance of the locality. To mitigate this, it’s essential for the designer to study the ecological footprint of the area and try to make up for the losses. One of the ways could be to introduce as much compatible organic matter in the form of diverse planting and landscaping into the high-rises both internally and externally. This is to compensate for and to create the balance. Thus landscaping and planting at the upper parts of a tall building are crucial to the aesthetic well being of the users as well as being an important ecological issue for this intensive building type. Having acquainted with extensive knowledge about bio-climatic approach this paper discusses the ‘greening’ of the high-rise buildings with innovative approach that leads to eco-sustainable tall buildings in the context of Dhaka city.

Due to the cultural and economic environment, tall buildings are an inevitable building form and part of the contemporary urban landscape. But most contemporary skyscrapers are designed so that the internal environment is completely enclosed and disengaged from the climatic conditions of the site. They are 100% reliant on mechanical air conditioning for the comfort of their occupants. The bio-climatic skyscraper, in contrast, responds to the ambient climate of its location. With the growing population there is an increase in the construction of high-rise buildings, a massive concentration of inorganic mass onto a small locality. This affects the ecological balance of the locality. To mitigate this, it’s essential for the designer to study the ecological footprint of the area and try to make up for the losses. One of the ways could be to introduce as much compatible organic matter in the form of diverse planting and landscaping into the high-rises both internally and externally. This...

In the field of architecture a considerable gap is experienced between those who design and contribute in the production of built form on the one hand and those that involve in research on the other (Sailer, Budgen, Lonsdale, Turner and Penn, 2007). This gap between research and practice leads to a wide-spread ignorance and inability to make practical use of evidence-based research, resulting too often in poor designs and a self-absorbed research that cannot make a difference to peoples’ everyday lives and spatial experience. However, if we wish to design for well used and effective built environment and urban spaces we need both research and practice collaborating each other and integrating into design processes due to the fact that architecture is confronted with ever more challenges. The focus of this paper is to explore, experience and discuss the efficiency of employing simulations for more appropriate and well illuminated learning space, with the help of a structured methodolo...

The INHERIT report Quantitative and Qualitative Evaluations of Impacts and Benefits of Nine INHERIT Case Studies documents the findings relevant to potential impacts and benefits of nine case studies for health, equity and a more sustainable environment. It uses a mixed method approach with quantitative methods augmented in some cases by written responses to survey questions, or by focus group discussions on impacts, as appropriate. Each case study evaluation was led by a different INHERIT partner. In each case, partners formulated the research design appropriate to their case studies and the associated research questions identified within the framework of INHERIT. The coordinating partner, University College London (UCL), developed an evaluation framework to suit the range of case studies examined for impacts and benefits, the case specific logic models developed, and the research questions identified. The nine chapters describe the impact evaluations and findings from the nine cas...

The design and use of outdoor spaces for primary school teaching and learning has been given little consideration, particularly in the context of developing countries. In this study, an outdoor classroom was designed and built in a primary school in Bangladesh and used to teach children (n=30) content from their science curriculum. Multiple methods were used to investigate the impact of the outdoor classroom on students’ learning and engagement. Children’s science scores were significantly better after they had been taught in the outdoor classroom, compared to indoors. Physical qualities of their new outdoor environment (lighting, acoustics, seating), in addition to greater enjoyment and participation in learning likely explained improved attainment. Qualitative insights from the children and teachers supported the quantitative findings. These results provide empirical support for building outdoor classrooms in developing counties as an effective environment for teaching and learning.

Objective To understand the key mechanisms that support healthy dietary habits promoted by fruit and vegetable (F&V) box schemes, testing relevant behaviour change triggers identified under the COM-B model in an evaluation research study of a Portuguese F&V box scheme (PROVE). Design Correlation study with a post-test-only non-equivalent group design based on survey data. The mechanisms underpinning the differences between subscribers and non-subscribers are operationalized as mediation effects. Data availability, theoretical relevance and empirical validation supported the selection and testing of four potential mediators for the effects of subscribing to the box scheme on F&V consumption. These estimations derive from the coefficients of a structural equation model combined with the product coefficient approach and Sobel test. Setting The study is part of a wider evaluation study on the impact of the PROVE box scheme on sustainability, health, and equity. Participants A sample of ...

The design and use of outdoor spaces for primary school teaching and learning has been given little consideration in the present context. The existing evidence base is mostly from western perspectives. In this study, an outdoor classroom was designed and built in a primary school in Bangladesh and used to teach children (n = 30) their science curriculum. Multiple methods were used to investigate the impact of the outdoor classroom on students’ learning and engagement, including achievement tests, a questionnaire and focus groups with children and teachers. Children’s science scores were significantly higher after they had been taught outdoors, compared to indoors. Physical qualities of their outdoor classroom (lighting, acoustics, seating), in addition to greater enjoyment and active participation in learning likely explained improved attainment. Qualitative insights from children and teachers supported the quantitative findings. These results provide empirical support for building outdoor classrooms as an effective environment for teaching and learning.

In Bangladesh, school grounds are usually barren areas devoid of any designed features. This study explored children’s, teachers’ and parents’ views of what would constitute an effective school ground for learning, socialising and playing at primary schools in rural Bangladesh. Working within the theory of behaviour settings to design school grounds, several methods were applied: focus groups with children, teachers and parents, a drawing session with children and a child-led/teacher supported model-making workshop. The results suggest that children want to connect with nature, to explore their environment, to challenge themselves, to be physically active and to socialise with friends. They also wanted their school ground to be more attractive. The parents highly valued gardening whereas teachers preferred an area with loose materials where the children could learn by themselves. None of these ideas were mutually exclusive and the subsequent design was able to incorporate elements from all groups.

The present study adopted a quasi-experimental mixed method approach to investigate the influence of an improved school ground on children’s academic performance. In total, 123 children from two (intervention and control) primary schools in Bangladesh participated. In the intervention school, a barren school ground was redesigned with several behavior settings (e.g., gardens and amphitheater) for teaching and learning. Treatment group children (n = 29) received math and science classes outdoors, while a comparison group (n = 32) received usual indoor classes. A control school with no changes to the outdoor environment was included (n = 62). The redesigned school ground was associated with higher levels of academic attainment. Furthermore, all intervention schoolchildren perceived more opportunities to explore in the redesigned school ground. Qualitative insights suggest the diverse settings provided more opportunities to explore, experiment, and work collaboratively. These results highlight the potential for school ground design to contribute to improvement of children’s academic attainment in developing countries.

The world’s challenges of climate change, damage to ecosystems, and social and health inequalities require changes in human behaviours at every level of organisation, among governments, business, communities, and individuals. An important question is how behaviour change can be enabled and supported at the scale and speed required. The research reported in this paper describes important lessons for good practice in changing contexts to modify behaviours for a triple win for health, equity and environmental sustainability. Authors synthesised learning from qualitative, quantitative and cost benefit evaluations of 15 case studies conducted in 12 countries in Europe. The case studies address ways of living (green spaces and energy efficient housing), moving (active transport) and consuming (healthy and sustainable diets) that support the triple win. Ten lessons for good practice were identified. These include bringing a triple win mindset to policy and practice in planning interventions, with potential to improve environmental sustainability, health and equity at the same time. The lessons for good practice are intended to support governmental and non-governmental actors, practitioners and researchers planning to work across sectors to achieve mutual benefits for health and environmental sustainability and in particular to benefit poorer and more socio-economically disadvantaged groups.

Combined diet and physical activity school-based interventions (rather than only diet or physical activity interventions) are more likely to help prevent children from becoming overweight in the long term. However, such interventions are less prevalent, and therefore, this pilot study aimed to assess the feasibility of a gardening intervention coupled with awareness about plant-based meals among 9−10 year old children in a London primary school. We recruited 60 children from two Year 5 classes, one class participated as an intervention group, and results were compared against another class who acted as the control group. Children’s physical activity (PA) was measured using GENEActiv wrist-worn accelerometers. Their fruit and vegetable intake and attitudes to and preferences in eating fruits and vegetables were measured using a self-report questionnaire. Furthermore, three focus groups were held with children in the intervention group to understand the reasons behind any change as a result of the intervention. Results are inconclusive; however, they indicate some impact on reduction of sedentary behaviour, increase of moderate to vigorous PA, knowledge of nutrition and some level of acceptance in trying new vegetables. School-based interventions involving gardening show some promise to increase children’s PA and improve their attitudes to eating fruits and vegetables.

While much attention has been paid to the design and use of the classrooms of schools, little has been paid to the design and use of immediate surroundings of the school building i.e. outdoor environment. However, researches all over the world revealed that the school-aged children (from 7 to 11 years old) learn best when their learning is incorporated with natural environment. In Bangladesh, the rural primary schools having poor infrastructure- insufficiently lit and ventilated, inadequate classrooms usually have large open space available in the school premises. This paper examines the prospects of this outdoor open space as learning environment for children.
In the rural primary schools of Bangladesh, the average drop-out rate of children (25.2%) is very high whereas Bangladesh has adopted the CRC guidelines of which one is the right of every child to education for his or her total development. In order to check this high drop-out rate, different programmes have been taken by the Government to make children’s learning process enjoyable and interesting. Outdoor environment has attracted the attention of the researchers of developed societies for its contribution to improved cognitive competency and as such has been proven its potential as a solution. This is not the case with developing countries where few studies have been conducted focusing on the environmental impact of outdoor environment.
This study has been conducted through the design and construction of an outdoor class in a primary school of Bangladesh. It has been conducted over thirty children from class IV of that school. Data collection occurred through multiple methods including achievement test of children, focus group discussion and in-depth interview with children and teachers. The findings show a significant difference between the achievements of children after they are taught in their indoor classroom and outdoor classroom. The mean of the score that the students got in the standardized test after they were taught in outdoor is almost double than that of what they achieved after the classes were held in the classroom. Besides, the children showed increased engagement, motivation and enthusiasm about learning in outdoor environment of their school.

In the field of architecture a considerable gap is experienced between those who design and contribute in the production of built form on the one hand and those that involve in research on the other (Sailer, Budgen, Lonsdale, Turner and Penn, 2007). This gap between research and practice leads to a wide-spread ignorance and inability to make practical use of evidence-based research, resulting too often in poor designs and a self-absorbed research that cannot make a difference to peoples’ everyday lives and spatial experience. However, if we wish to design for well used and effective built environment and urban spaces we need both research and practice collaborating each other and integrating into design processes due to the fact that architecture is confronted with ever more challenges. The focus of this paper is to explore, experience and discuss the
efficiency of employing simulations for more appropriate and well illuminated learning space, with the help of a structured methodology using lighting simulation in supporting architectural design process.
The use of lighting simulation tools and the associated research can help to a greater extent in the design decision making process for a more appropriate luminous environment. It is a matter of regret that in Bangladesh generally prototype school buildings are designed as spaces with an inattentive architecture resulting ill-health and discomfort conditions for the users. As visual tasks such as reading and writing are
central to the educational period, providing a visual comfort condition in these buildings is essential. School environments depend mostly on natural daylight except the special cases of the evening teaching for elderly and disadvantaged groups.
This paper emphasizes on the daylight study (Khan, 2010) of the general classrooms considering their long time usage by the pupils compared to other spaces in the school buildings and finally investigates the effectiveness of architectural research in design practice by the use of computational lighting simulation software as a design support tool for a better luminous environment.
Keywords: Architectural research, Lighting simulation, Architectural design, Luminous environment, Primary school

Due to the cultural and economic environment, tall buildings are an inevitable building form and part of the contemporary urban landscape. But most contemporary skyscrapers are designed so that the internal environment is completely enclosed and disengaged from the climatic conditions of the site. They are 100% reliant on mechanical air conditioning for the comfort of their occupants. The bio-climatic skyscraper, in contrast, responds to the ambient climate of its location. With the growing population there is an increase in the construction of high-rise buildings, a massive concentration of inorganic mass onto a small locality. This affects the ecological balance of the locality. To mitigate this, it’s essential for the designer to study the ecological footprint of the area and try to make up for the losses. One of the ways could be to introduce as much compatible organic matter in the form of diverse planting and landscaping into the high-rises both internally and externally. This is to compensate for and to create the balance. Thus landscaping and planting at the upper parts of a tall building are crucial to the aesthetic well being of the users as well as being an important ecological issue for this intensive building type. Having acquainted with extensive knowledge about bio-climatic approach this paper discusses the ‘greening’ of the high-rise buildings with innovative approach that leads to eco-sustainable tall buildings in the context of Dhaka city.

In the field of architecture a considerable gap is experienced between those who design and contribute in the production of built form on the one hand and those that involve in research on the other (Sailer, Budgen, Lonsdale, Turner and  Penn, 2007). This gap between research and practice leads to a wide-spread ignorance and inability to make practical use of evidence-based research, resulting too often in poor designs and a self-absorbed research that cannot make a difference to peoples’ everyday lives and spatial experience. However, if we wish to design for well used and effective built environment and urban spaces we need both research and practice collaborating each other and integrating into design processes due to the fact that architecture is confronted with ever more challenges. The focus of this paper is to explore, experience and discuss the efficiency of employing simulations for more appropriate and well illuminated learning space, with the help of a structured methodology using lighting simulation in supporting architectural design process.
The use of lighting simulation tools and the associated research can help to a greater extent in the design decision making process for a more appropriate luminous environment. It is a matter of regret that in Bangladesh generally prototype school buildings are designed as spaces with an inattentive architecture resulting ill-health and discomfort conditions for the users. As visual tasks such as reading and writing are central to the educational period, providing a visual comfort condition in these buildings is essential. School environments depend mostly on natural daylight except the special cases of the evening teaching for elderly and disadvantaged groups.
This paper emphasizes on the daylight study (Khan, 2010) of the general classrooms considering their long time usage by the pupils compared to other spaces in the school buildings and finally investigates the effectiveness of architectural research in design practice by the use of computational lighting simulation software as a design support tool for a better luminous environment.