Introduction and goal: Education is one of the most essential factors in human resource development and national progress. The purpose of this study is to examine the relationship between students’ perception of the classroom learning environment, their resilience, and academic achievement, with a particular focus on biophilic architectural elements.
Research methodology: This study was conducted using a mixed-methods approach (qualitative and quantitative). In terms of purpose, it is applied research; in terms of nature and methodology, it is descriptive–correlational; and in terms of time horizon, it is cross-sectional. The statistical population includes all upper secondary school students in Nurabad Mamasani (N = 3,900). Based on Morgan’s sample size table, a sample of 350 students was selected using stratified sampling. Data were collected using standardized questionnaires, and their reliability was determined by calculating Cronbach’s alpha. Academic achievement and its reliability were examined using Pearson correlation and independent t-tests, and data analysis was conducted using SPSS version 24 to test the research hypotheses.
Findings: The results indicated a positive and significant relationship between classroom learning environment perception, resilience, and academic achievement. Furthermore, independent t-tests showed no significant difference between male and female students in terms of resilience concerning the perception of the classroom learning environment. However, there was a significant difference in academic achievement between male and female students.
Conclusion: The findings suggest that improving the quality of school and classroom environments and addressing students’ psychological and educational needs can play a crucial role in enhancing resilience and academic achievement. This provides a foundation for future studies aimed at improving learning processes and developing students’ personal skills. In particular, examining the effects of environmental and structural factors and their role in fostering motivation and academic self-efficacy—emphasizing nature-inspired and biophilic architectural elements—can open new perspectives in educational program design and school policy-making.