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Away from the typical indoor classroom “Industrial assembly   -line” model, many countries started to adopt „Learning through landscapes‟ LTL that promotes students‟ engagement with nature. This primarily takes place in school grounds. The present research i   nvestigates teachers‟ insights on how the design of playgrounds in Egyptian public schools may accommodate the requirements of LTL. It employs qualitative analyses to semi-structured interviews interviews that involved 23 teachers. The study concluded to the main school-ground features in support to LTL goals. These included: Improved Attainment, Interaction with Nature and Biodiversity, Physical and Mental Health, Psychological Wellbeing, and Social Relationships. This paper will only highlight glimpses of   the „improved attainment‟ findings and its sub-categories, i.e. Productivity, Creativity, Creative educational methods, Understanding and Play Learning. The findings are discussed in the light of relevant literature, together with teachers‟ recommendation   s for the development of school ground design to cater for LTL objectives more effectively.

Teachers’ Interpretation of “Learning through Landscapes” in Egyptian School Grounds