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The primary objective of this study is to investigate the cognitive aspects of spatial experiences of paediatric inpatients who receive long-term treatment in a healthcare setting in relation to the syntactic parameters of healthcare environment. It is aimed to investigate how the change in the child’s cognition caused by the environmental stress experienced by the child during his/her stay in the hospital is related to the physical parameters of the treatment space.

The methodology of the study is based on a correlational analysis to identify the cognitive and syntactic factors of the healthcare environment that contribute to changes in the perceptual processes of a sample group of thirty children. The study examined the relationships between the graph and isovist variables, and the cognitive parameters of paediatric inpatients. The two datasets were subjected to regression analyses in order to identify any significant findings, which allowed for a discussion of how the patients’ changing perceptual processes are influenced by the syntactic measures of the healthcare setting.

The study showed that a syntactically intelligible floor plan contributes significantly to reducing environmental stress among paediatric inpatients. The presence of shared spaces within the healthcare environment, where social interaction with peers is possible, emerges as a crucial factor influencing children’s spatial perception. Additionally, the visibility characteristics of shared spaces may also play a key role in enhancing children’s perceptions of safety.

The limitations of the study include the fact that the study was conducted in an oncology and haematology inpatient unit with challenging conditions in terms of the mobility potentials of the children, which might have affected their perceptual processes. A further limitation is that the sample size comprised only 30 children, and the spatial configuration of the healthcare environment was linear and not particularly complex.

By identifying the impact of spatial design on children’s well-being, the study informs the creation and improvement of healthcare environments. Enhanced understanding of factors like intelligible floor plans, shared spaces and isovist values can lead to more child-friendly facilities, potentially alleviating stress for young patients. Consequently, this research may contribute to improved healthcare outcomes, increased comfort for paediatric inpatients, and a more supportive environment for their families, fostering a holistic approach to paediatric care and positively influencing the overall quality of life for children undergoing long-term treatment.

This study contributes to the theoretical discourse on how the constrained physical conditions of a paediatric healthcare environment may influence the perceptual processes of paediatric inpatients. The results of this evidence-based study have the potential to inform the evaluation of design guidelines for healthcare settings, with the ultimate aim of enhancing therapeutic environments.

The purpose of this paper is to analyse the presence of the sustainable development goals (SDGs) proposed by the UN (2015) in university degrees within the fields of education, humanities and environmental sciences (ES) at Andalusian public institutions (Spain).

This paper shows an empirical analysis from a mixed methodological model on a total of 99 syllabi and training programs from nine different universities. The collection of information has been carried out through a rubric specifically designed within the framework of this body of research.

The results show that the syllabus of the subjects in the faculties of education includes the SDGs related to the social aspect of sustainability, with special focus on SDG4, SDG5, SDG10, SDG16 and SDG17, whereas others like SDG6 and SDG7 are less represented. SDGs are present in the majority of syllabus of the subjects analysed. It is certainly a positive finding which shows predisposition and a high interest on by the teachers involved. However, this is not enough as there is still a long way to go until achieving a thorough and complete incorporation of the principles of sustainability.

This research sheds light on the changes and transformations that the discourse linked to sustainability is generating in the university syllabi. Taking the SDG as a framework this paper highlights the most original aspects: a replicable methodology that allows diagnosing the level of curricular greening of the university syllabi is provided to other contexts the innovative value of connecting teaching with local and global environmental problems in their physical-chemical social and economic dimensions is shown and it has been possible to compare the difficulties of some universities in addressing compliance with the SDGs and curricular sustainability from a systemic and integrative perspective that will lead to methodological transformation and pedagogical renewal.