designing a green university through cognitive-biophilic architecture and participatory governance under climate change: integrating architectural theory, environmental psychology, and sustainable resource management

This study introduces a multidisciplinary framework for designing climate-responsive universities by integrating cognitive-biophilic architecture and participatory governance. grounded in architectural theory, environmental psychology, and behavioral economics, the research critiques fragmented sustainability efforts and highlights the performative role of spatial design in shaping ecological behavior and institutional resilience. methodologically, the study employs conceptual synthesis, comparative case analysis, and climate-sensitive contextualization, with a focus on iranian campuses in arid regions. findings reveal that biophilic design enhances attentional restoration, place attachment, and pro-environmental behavior, while participatory governance strengthens behavioral continuity and policy legitimacy. the proposed triadic model—comprising spatial, behavioral, and governance layers—offers a scalable strategy for transforming universities into adaptive ecosystems of learning and sustainability.