Geography of education
Spatial distribution of green spaces and their connection to academic performance in Chillán, Chile
DOI:
https://doi.org/10.22320/rte.vi53.7338Keywords:
Green spaces in schools, Academic performance, Educational density, Socio-emotional development, Pedagogical compensationAbstract
This study analyzes the relationship between green spaces, institutional organization, and educational outcomes in 60 schools in Chillán, Chile, through the construction of the Comprehensive School Performance and Educational Spaces Index (IDEE). Using a quantitative descriptive-correlational cross-sectional approach, four standardized dimensions are integrated: Green Space per Student, Educational Density, Academic Development, and Socio-emotional Development.
Results reveal a highly unequal distribution of green spaces (range: 0.05-207.35 m²/student), with 40% of schools falling below the international minimum threshold. Specifically in this context, correlational analysis identifies a negative association between green spaces and academic performance (r = -0.524), a pattern that contrasts with international literature but does not imply causality due to the study's cross-sectional design. This association suggests mediation by uncontrolled contextual factors in heterogeneous educational systems.
Socio-Emotional Development emerges as the most powerful predictor of comprehensive performance (r = 0.876), explaining 77% of IDEE variance. Paradigmatic cases demonstrate "pedagogical compensation": Gabriela Mistral School achieves the highest IDEE score (13.64) with minimal green spaces (0.51 m²/student), while Liceo Agrícola has abundant green areas (207.35 m²/student) but poor performance.
Findings suggest that, in heterogeneous educational contexts, unmeasured institutional factors can overcome infrastructural limitations, questioning the universal applicability of theoretical frameworks developed in homogeneous systems and proposing comprehensive approaches for Latin American educational policies.
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