U of T students face barriers to locating and accessing campus greenspaces, which makes it difficult for them to benefit physically and mentally from these spaces.
(1) What factors motivate U of T students to visit greenspaces on campus?
(2) What are the barriers (physical, social, psychological, economic, etc.) that make it difficult / prevent U of T students from utilizing on-campus greenspaces?
(3) What facilities or activities do U of T students want to see in campus greenspaces?
Current U of T St. George students from diverse years, faculties, and living situations
(commuters, residents, etc.)
Exclusions: non-U of T students
The primary objective of this study was to explore the experiences of University of Toronto students in accessing and utilizing campus greenspaces. It aims to understand the key motivations that drive students to these spaces, including relaxation, socialization, study needs, and personal well-being. Additionally, the research examines various barriers - physical, social, psychological, and logistical- that may limit students' ability to use greenspaces effectively. Finally, the study seeks to identify students ‘s preferences regarding greenspace facilities and design improvements that could enhance engagement.
To begin, semi-structured interviews were conducted allowing participants to share their experience and perspectives in an open-ended yet guided manner. Participants were encouraged to describe specific experiences and feelings, such as the last time they visited a greenspace, how they located it, and any difficulty encountered. Structuring the interview this way facilitated a deeper understanding, ensuring a natural and conversational flow.
To refine the interview process, a pilot phase was conducted with one participant per researcher, totaling five interviews. This phase assessed timing, question flow, and overall structure. The review confirmed that the questions effectively addressed the research objectives, requiring no revisions. As a result, the remaining interviews proceeded as planned.
Interviews were conducted with a total of 10 students (represented as [P#] for shorthand) from the University of Toronto’s St. George campus, with each researcher interviewing two participants. The study focused on students in the Faculties of Architecture, Life Sciences, Nursing, Information Studies, and Education. Participants from U of T’s other campuses were excluded. Among the participants, six were undergraduate students, three were master’s students, and one was a PhD student. Their ages ranged from 19 to 31 years old, with 60% being male and 40% female. On average, undergraduate students had spent 4 years at U of T, master’s students had spent 1.5 years, and those who pursued both degrees had a cumulative average of 5.5 years.
Through the iterative affinity mapping process, four main patterns emerged: motivations/benefits, atmosphere, spontaneity, and obstacles. Obstacles emerged as the dominant theme, with six subthemes: capacity, findability, accessibility, time limitations, physical barriers and suggestions for improvement.
Greenspaces generally serve as a multi-purpose escape for university students, offering mental benefits through spontaneous availability and a site to either socialize or mediate in nature. Although they are not always ideal, often overly crowded, noisy, and relatively unknown by intended users, their effectiveness remains unrivaled. By improving wayfinding, promoting maintenance or awareness, and designating individual or group areas may positively increase overall engagement.
(1) Seclusion vs. Belonging
A common frustration amongst nearly all participants is the desire to find a quiet and uncrowded area, simultaneously seeking places to socialize with friends or peers. While greenspaces have been broadly identified as a range for mental relaxation and deep thought, many participants still desire human interaction and connection in certain situations.
“Annoying people around me…” – [P7]
“Finding secluded areas that are not too crowded.” – [P8]
“...doing group projects collaboratively - you can talk. Good for big groups.” - [P1]
(2) Capacity Concerns
With the University of Toronto St.George being integrated with the city of Toronto, recent students reveal an appreciation for spacious, underutilized greenspaces. This seems to be an escape from the fast-paced environment and mental toll of student life, however often overly occupied by large groups or unavailable designated seating.
“Crowded greenspaces limit available seating and quiet areas.” - [P2]
“Get away from the hustle and bustle of city.” - [P9]
(3) Findability & Accessibility
Within urban cities, participants discussed their difficulties in locating greenspaces due to a lack of signage and advertisements on campus. Additionally, those living off-campus or commuting from nearby towns seem to show greater interest and usage from these public spaces. This correlation highlights the role of greenspaces as secondary spaces for students with limited options for welcoming spaces.
“If they were easier to access or better advertised, I’d probably use them more.” - [P10]
“There is a lack of signage to help people find green spaces.” - [P5]
“For complex medical reasons, I cannot sit on the ground, because if I sit on the ground, I will need assistance getting back up. So having a bench or even just a place to sit, it's not it like fully on the ground makes it easier for me to come rest.” - [P1]
(4) Spontaneity & Time Restrictions
Most participants revealed chance exploration and unplanned visits to greenspaces as the largest motivation to initially use greenspaces. Strikingly, the act of discovery in spare time between other commitments was exclaimed as a good way to pass time or take a break from schoolwork. Convenience and immediate flexibility to visit greenspaces are therefore a great asset, with participants displaying levels of attachment to certain areas initially discovered earlier in their academic careers.
“It [Kings College Quad] became my go-to spot [in first year of undergrad].” – [P8]
“...just don’t know what to do during the awkward break [between classes].” – [P7]
“[visiting greenspaces while] moving when not doing anything pre-planned” - [P3]
(5) Unpredictable Obstacles
Primary obstacles expressed by students relate to the physical barriers connected to outdoor greenspaces in the form of constant construction, as well as erratic Canadian weather. As most greenspaces on campus grounds are unsheltered, concerns of bodily uncomfort or potential harm are put at risk when visiting these spaces.
“Greenspaces can become less usable during rain, extreme heat, or cold weather due to a lack of shelter or shade.” - [P9]
“Frequent construction, such as with King’s College Circle recently.” - [P4]
Our findings suggest that students’ visits to campus green spaces are centered around health and wellness. Relaxation, physical activity, and socialization serve as three main motivators. Other motivators that we identified include having easy access to certain spaces and being near public transit, considering that U of T is primarily a commuter school. The atmosphere of these spaces is another motivator, with students appreciating a comfortable, peaceful environment and the sense of escape provided within the city.
However, physical, social and psychological barriers pose a significant challenge for students. For instance, greenspaces may be blocked due to construction or restricted to a certain group of people only. Students may also be unaware of these spaces due to lack of signage, clear direction, or online resources, making greenspaces difficult to find, especially if they struggle with wayfinding. Limited seating and mobility support further restricting access, and overcrowding at peak time can make certain areas less appealing. Additionally, many students have packed schedules, which could hinder them from freely exploring green spaces.
Need to...
...communicate...
