Abstract
University campuses function as multifaceted environments that influence students’ academic experiences, well-being, and overall learning outcomes. This study examined students’ perceptions, well-being, and engagement with campus landscape green spaces at Wolkite University, Ethiopia, employing a mixed-methods explanatory sequential design. A total of 90 students were randomly surveyed and interviewed to assess utilization patterns, awareness levels, students’ perceptions, well-being, and engagement with campus landscape green spaces and management practices. Results indicated that disciplinary background strongly influenced landscape use, with agriculture-related fields such as horticulture, plant sciences, and natural resources management showing higher engagement compared to non-agricultural departments. Although 82.2% of respondents reported general knowledge of landscape spaces, only 20% could identify plant species by name, highlighting a significant knowledge gap. Recreational (41.1%), educational (22.3%), and studying (21.1%) values were the most recognized benefits, while ecological and social functions were less acknowledged. Students overwhelmingly preferred modern designs (90%) and judged the aesthetic performance of Wolkite University landscapes as good (77.8%), though concerns about misuse, inadequate facilities, and weak management practices persisted. Misuse was reported through cross-walking green spaces, detaching plant parts, and improper waste disposal, with limited enforcement of rules and regulations. The findings revealed that the importance of landscape spaces in supporting student well-being, academic activities, and recreational needs, while also revealing systemic challenges in management and awareness. To address these issues, the study recommends strengthening orientation and training programs, enhancing infrastructure such as seating, lighting, and water fountains, and integrating culturally significant plants to reinforce ecological identity. Improved management practices, including regular maintenance, soil fertility enhancement, and enforcement of rules, are essential to ensure sustainability. Furthermore, student-led initiatives and interdisciplinary engagement should be encouraged to maximize the academic, ecological, and social potential of campus landscapes. Generally, the study highlights the critical role of university green spaces as living laboratories that foster well-being, learning, and community development.
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The authors gratefully acknowledge the contributions of all participating students, whose provision of relevant information during the assessments and interviews was invaluable to this study.
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The authors declare no conflicts of interest.
Ethical approval
The implementation of this study received approval from the Ethiopian Community Board of Social Care in accordance with Regulation No. 299/2013 within the municipality where it was conducted. Ethical standards were maintained by adhering to the principles outlined by the National Advisory Board on Ethics (2014) and the CIMMYT Research Ethics Declaration (2019).
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Ethical approval for this study was obtained from the Department of Horticulture at Wolite University. All participants provided written informed consent prior to participation. They were assured of confidentiality and informed that their involvement was voluntary, with the right to withdraw at any time without penalty.
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Belay, A.F., Welelaw, Z.A. & Adamu, T.S. Students perceptions, wellbeing, and engagement with university landscape spaces: evidence from Wolkite University.
Sci Rep (2026). https://doi.org/10.1038/s41598-026-69172-4
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DOI: https://doi.org/10.1038/s41598-026-69172-4
Keywords
- Campus environment
- Cultural attachment
- Mental health
- Recreational use
- Social interaction
- Sustainability
Source: Ecology - nature.com
