Biophilic Strategies for Sustainable Educational Buildings in Amazonian Rural Contexts: An Agricultural School for the Asheninka Community

Abstract

In recent decades, the Ucayali region, the main territory of the Asheninka communities, has experienced increasing socio-environmental pressures associated with climate change, educational inequality, and territorial vulnerability in rural and indigenous contexts. In response, this research proposes the design of a sustainable agricultural school for the Asheninka community, conceived as an educational building that integrates biophilic strategies to enhance environmental performance and spatial quality. The methodological approach comprises a literature review, site-specific environmental analysis based on hydrometeorological data, and the development of an architectural proposal focused on sustainable building design. Digital tools such as Revit and SketchUp were employed alongside official climatic data sources to support design decision-making. The proposal includes twelve biophilic agricultural classrooms incorporating passive design strategies, rainwater harvesting systems with a capacity of 22.5 m³ per day per classroom, and photovoltaic-powered public lighting systems. Results indicate that the integration of natural ventilation, green infrastructure, and locally sourced materials contributes to significant improvements in thermal comfort, humidity control, and energy autonomy within the educational facilities. The architectural complex is complemented by green corridors and collective open spaces that reinforce environmental performance at the site scale. This study demonstrates that sustainable educational buildings adapted to local ecosystems and climatic conditions can function as effective infrastructures for environmental mitigation and resilient rural development, contributing to more sustainable forms of urban and rural living.

1. Introduction

Indigenous communities represent a significant part of the world’s cultural and biological diversity. According to the World Bank, there are more than 476 million indigenous people in over 90 countries, distributed mainly in Asia (70%), Africa (16%), the Americas (11%), and Oceania (3%) [1]. These communities not only contribute traditional knowledge regarding natural resource management but also develop sustainable and culturally adapted labor activities that are integrated into tertiary sectors (over 9.8%), such as public administration or social services in North America and Oceania [2], and to a greater extent in primary sectors (over 55%), such as agricultural or forestry, practices in South America, Africa, and Asia [3]. It is understood that these productive activities are not limited solely to an economic purpose but constitute an integral cultural practice, as shown in Figure 1.

Among the various productive activities developed by indigenous communities, agriculture occupies a central role (55% of employed indigenous people) [4], not only for its dietary role in the communities and the world in general, but for its preservation of ancestral knowledge, acquired traditions, and its cultural expression inherently rooted in their worldview [5]. However, in the current context, these activities are affected by structural issues that directly impact their sustainability, such as land tenure, wherein indigenous peoples are often displaced from their ancestral lands as a result of predatory natural resource activities [6]. Likewise, climate change constitutes a growing challenge in local productive processes, diminishing their quantity and quality, threatening food security, and altering the human-nature relationship, as social and ritual activities related to rhythms, calendars, and spiritual practices linked to environmental cycles have been altered [7]

The indigenous knowledge developed and transmitted over generations; diverse agricultural strategies such as agroforestry, horticulture, and crop cycles have emerged around the world in balance with local ecosystems [8]. Examples include the chacra–ushun–purun crop cycle practiced by Kichwa communities in Ecuador [9], the use of indigenous plants for pest control in Tswana agricultural systems in South Africa [10], and agroforestry systems developed by Mayan communities in the Yucatán Peninsula in Mexico [11], as illustrated in Figure 1B.

The intergenerational transmission of this productive agricultural knowledge constitutes a form of ancestral education in indigenous populations [12], where they learn to live together, produce and preserve the natural environment, articulating agricultural practice with cultural values and collective identity [13]. In this context, schools in indigenous communities function as spaces for educational transmission and cultural preservation that promote local participation [14], while increasing employment, income, and reducing the poverty gap in communities [15]. Although historically schools and indigenous rural education have been limited in materials, infrastructure and local adaptation in the communities due to the homogenization and standardization of learning models [16], In response to these challenges, the strengthening of community-based educational approaches focused on agriculture has emerged as an effective strategy to integrate cultural knowledge, support local food systems, and reinforce economic sustainability in indigenous territories.

In recent decades, sustainable educational buildings have been increasingly studied as a strategy to improve indoor environmental quality, reduce energy demand and thereby improve the well-being of students in rural contexts. Internationally, rural architectural projects demonstrate how physical spaces can function as living agroecological classrooms by integrating indigenous knowledge with agricultural education. For example, the Songhaï Center in West Africa presents a zero-emissions research approach where all resources are used for another part of production, promoting self-sufficient living, while applying self-renewable energies, such as solar, in educational centers [17]. Similarly, the Barefoot College in India incorporates a priority learning approach, thinking about the territory, where they are located, low-impact construction practices with lower C02 emissions to address ecological degradation and application of renewable energy, such as solar, to sustain projects [18]. These projects demonstrate the potential of aligning ecological processes with educational infrastructure. However, they do not fully address the spatial and architectural requirements of educational environments in hot and humid tropical ecosystems, which are characterized by high thermal loads, intense solar radiation, and persistent indoor humidity [19]. In Amazonian territories, these climatic conditions require a more explicit integration of passive environmental strategies, culturally adapted construction systems, and climate-responsive spatial configurations. Consequently, there remains a lack of architectural models specifically designed for indigenous educational infrastructures in Amazonian contexts that simultaneously integrate climatic adaptation, cultural practices, and agro-educational activities.

In the context of the Americas, indigenous peoples represent more than 58 million people, distributed across over 820 ethnic groups throughout the continent [20], many of whom inhabit tropical forest regions characterized by high ecological sensitivity and climatic variability. In this context, agriculture plays an important role in this region due to its high productivity and the transformation that has taken place on the continent over the last 30 years [21]. In the case of Peru, the country officially recognizes 55 indigenous peoples, of which 51 belong to the Amazon and 4 to the Andes [22]. These indigenous communities maintain productive systems closely linked to forest ecosystems. In the province of Ucayali, the Asheninka communities represent one of the most representative indigenous groups, characterized by diversified agroforestry and collective land management systems, constituting one of the fundamental pillars of their self-sustenance and socioeconomic organization, characterized by highly diversified productive systems [23]. These integrated and resilient productive systems highlight the close relationship between agriculture, territory, and cultural identity, making the Asheninka context particularly relevant for exploring the integration of educational and productive spaces within indigenous territories. Therefore, the integrated, diversified, and resilient Asheninka productive model makes the integration of educational and productive spaces particularly relevant within their territorial context. The populations listed in Figure B are directly linked to the map in Section A, as they represent the 10 indigenous communities with the highest agricultural output. Visually distinguishing them from the other communities and emphasizing their territorial and economic prominence in the region.

Agriculture represents the predominant productive activity in indigenous communities in Peru, being present in 2015 native communities and accounting for approximately 73% of productive activities nationwide, as shown in Figure 2B [24].

The agricultural profile of Asheninka communities is primarily composed of the subsistence triad of cassava (20.9%), maize (20.4%), and plantain (19.9%), which together account for more than 60% of crop production and highlight their central role in food security in Figure 2C [25].

The Asheninka communities face multiple challenges that compromise both their social and environmental status. Ucayali presents critical indicators reflecting the constant pressure on its ecosystems and local communities. The regional illiteracy rate stands at around 4.8%, according to recent departmental profiles by INEI [26], while monetary poverty reached approximately 26.9% in 2023 [27,28]. Regarding communal land titling, nearly 30% of them still lack formal recognition, leaving them vulnerable to invasions [29,30]. This context of territorial insecurity is aggravated by climatic pressures: the department of Ucayali records an average temperature of 25.8 °C and an annual precipitation of 1989 mm [31], parameters that, according to recent studies, are being altered by climate change, which intensifies the frequency and impact of phenomena such as El Niño and La Niña, increasing the vulnerability of traditional agricultural systems [32,33]. This combination of socio-economic vulnerability, climatic pressure, and territorial insecurity underscores the urgency of strengthening locally adapted educational and productive systems capable of enhancing community resilience as shown in Figure 3. In this context, the development of climate-responsive educational infrastructure emerges not only as a pedagogical necessity but also as a strategic territorial intervention [34,35].

In response to the socio-environmental, climatic, and educational challenges previously described in the Asheninka territory, this study aims to develop a climate-responsive architectural model for a sustainable agricultural school located in the Ucayali region of the Peruvian Amazon. The proposal integrates biophilic design principles, passive environmental strategies, and productive agroforestry systems to create an educational infrastructure capable of improving environmental performance while strengthening cultural identity and the transmission of ancestral agricultural knowledge. Based on this objective, the research addresses the following question: To what extent can the design of twelve biophilic agricultural classrooms located in Ucayali function as a strategy to strengthen indigenous cultural identity and at the same time improve environmental performance in rural Amazonian educational environments? To address this question, the study proposes the design of a sustainable agricultural educational complex composed of twelve biophilic classroom modules integrated into the Amazonian landscape of Ucayali. The architectural proposal combines passive climate-responsive strategies, rainwater harvesting systems, renewable energy infrastructure, and productive vegetation adapted to the local ecosystem. Through environmental analysis, architectural modeling, and sustainability evaluation, the research explores the potential of climate-responsive educational architecture as a tool for environmental adaptation and rural resilience in Amazonian indigenous territories.

2. Materials and Methods

2.1. Methodological Framework

The methodological framework was structured to support the design and evaluation of a sustainable educational building in a warm-humid Amazonian context. The approach integrates environmental analysis, architectural design strategies, and sustainability criteria in order to assess the performance of the proposed built environment at both building and site scales, as shown in Figure 4.

2.2. Methodological Process

2.2.1. Literature Review

The study incorporated a structured narrative literature review to establish the theoretical and contextual foundation of the research. Rather than following a fully systematic protocol such as PRISMA or SALSA, the review was designed to support a design-oriented architectural investigation. The search process was conducted using defined and transparent criteria to ensure methodological rigor, reproducibility, and coherence with the environmental and architectural scope of the study.

The bibliographic search was carried out in Scopus, Web of Science, ScienceDirect, and Google Scholar, covering the period 2005–2025. Earlier foundational references were exceptionally included when considered conceptually relevant. The search combined keywords such as “biophilic design,” “sustainable educational buildings,” “rural sustainable architecture,” “agricultural school,” “environmental performance,” and “Amazonian ecosystems.” Inclusion criteria comprised peer-reviewed publications related to educational architecture, indigenous or rural contexts, and environmental or bioclimatic strategies. Non-academic sources and studies unrelated to tropical environments were excluded.

The search process identified a broad set of relevant records across the selected databases. After removing duplicates and screening titles and abstracts according to the defined inclusion criteria, a subset of publications was selected for detailed analysis. These studies provided the theoretical and environmental basis for identifying architectural strategies applicable to warm-humid Amazonian environments. All selected studies are included in the final reference list of the manuscript and correspond to the sources used to derive environmental and architectural design criteria.

The selected literature enabled a comprehensive understanding of the cultural significance and global context of indigenous communities, highlighting their role in preserving multiculturalism and contributing to ecosystem restoration through sustainable agricultural practices. International and Latin American benchmarks for agricultural schools were also examined to identify their educational and socio-environmental benefits. Furthermore, studies on sustainable educational buildings, biophilic design, and climate-responsive architecture in tropical contexts informed the spatial and environmental strategies applied in environmentally sensitive territories such as the Amazon.

To ensure methodological transparency, the selected studies were systematically analyzed using a qualitative content analysis approach. Each publication was reviewed to identify recurring environmental and architectural strategies applicable to warm-humid tropical contexts. The extracted information was categorized into key thematic groups, including passive ventilation, vegetation-based microclimatic regulation, material selection, spatial configuration, and water-energy systems. These categories were subsequently synthesized into a set of design guidelines that directly informed the architectural proposal.

The literature review therefore served not only as contextual background but also as a conceptual basis for defining the environmental and architectural criteria applied in the design proposal. Specifically, the reviewed studies informed the development of passive climate adaptation strategies suitable for warm-humid tropical environments, vegetation-based microclimatic regulation through the integration of biophilic design, and spatial configurations that support agro-educational practices within indigenous territories.

These parameters directly informed the architectural strategies developed in the following sections. Specifically, each design strategy implemented in the project (such as cross ventilation systems, vegetative shading, green walls, and spatial organization of agro-educational modules) is directly derived from patterns and environmental responses identified in the reviewed literature.

It is important to note that the references included in the manuscript comprise both the studies used to derive design criteria and additional sources that support the theoretical, contextual, and regional background of the research.

2.2.2. Site Analysis

The second phase involved a detailed environmental and territorial diagnosis of the study area in the province of Atalaya, Ucayali. The precise location, access routes, and exact coordinates were established using Google Earth Pro 2024. A critical component was the climatic analysis, which evaluated specific parameters such as temperature, humidity, wind speed, and precipitation. This hydrometeorological data, alongside radiation and wind rose metrics, was collected from the Atalaya city data corresponding to the year 2024 station using official sources including SENAMHI 2024 [31], Weather Spark 2024 [36], and Meteoblue 2024 [37]. The data was subsequently evaluated through statistical analysis and represented graphically to inform the application of biological and environmental strategies. Finally, the main ecosystems were evaluated through the identification of representative flora and fauna species, ensuring that the proposed biophilic strategies are compatible with local ecological conditions and contribute to the preservation of regional biodiversity.

2.2.3. Architectural Design and Digital Modeling

In the third stage, the architectural proposal was executed utilizing specialized digital tools. First, the specific site location was determined via coordinates using Google Earth Pro 2025, as shown in Figure 5A. Second, the sun path and predominant wind directions were identified using the Andrew Marsh tool, as illustrated in Figure 5B; this allowed for the application of sustainable design strategies to improve the project’s environmental impact. Third, the elements of the immediate surroundings, including terrain and topography, were mapped utilizing geolocation in Revit 2026 to gain a comprehensive spatial understanding of the study area, as presented in Figure 5C. Finally, the architectural proposal was modeled in SketchUp 2024, followed by post-production visualization utilizing Photoshop 2025 and Artificial Intelligence, as shown in Figure 5D.

2.3. Environmental Diagnostics

As part of the methodological approach, the site analysis provides the environmental and territorial parameters required to evaluate the sustainability and performance of the proposed educational buildings. The study is conducted in the Ucayali region, located in the central Peruvian Amazon, covering an area of 102,410 km², which represents approximately 8% of the national territory [38]. It borders Loreto to the north, Junín to the south, Brazil to the east, and Huánuco and Pasco to the west. The region has an estimated population of 600,000 inhabitants, of which a significant percentage belongs to Amazonian indigenous communities, including the Asheninka, Shipibo-Konibo, Yaminahua, and Cashibo, settled in the Ucayali River basin and areas of the Gran Pajonal [39].

2.4. Climate Analysis

The climate of Ucayali is characterized as humid tropical [40]. Data collected in the city of Atalaya, near the intervention area, shows mean annual temperature fluctuations between 24 °C and 32 °C, reaching maximums of up to 34 °C during the hottest months. Regarding relative humidity, it ranges annually between 52.9% and 97.6%, as observed in the tables in Figure 6. It is identified that the months of July, August, and September correspond to the period of greatest environmental sultriness, while the periods of December, January, and February record the highest rainfall rates due to accumulated humidity, averaging 97% [39].

Regarding solar radiation, the proximity to the equator determines a high degree of solar incidence. Where the hourly radiation chart shows that between 10:00 AM and 12:00 PM, extremely high levels are reached, which progressively attenuate as the hours pass [41]. Concerning atmospheric dynamics, the predominant wind direction ranges from the southwest to the northwest [37]. Based on these data, it is inferred that the area presents high temperatures and considerable humidity, which fosters a higher heat index, resulting from more direct solar radiation due to its geographic position, while the combination of humidity, winds, and precipitation explains the intensity of its rains.

2.5. Design Strategies

The analysis of the psychrometric chart for Ucayali reveals a warm and humid climate throughout most of the year, with temperatures ranging from 21 °C to 34 °C and specific humidity levels of 14 to 22 g/kg, falling outside the thermal comfort zones defined by Olgyay and Givoni. These conditions compromise indoor comfort and underscore the necessity of applying passive bioclimatic strategies adapted to the Amazonian context to mitigate the sensation of excessive heat and humidity as shown in Figure 7. Key strategies include natural cross ventilation, which is fundamental for facilitating air movement and dissipating accumulated heat in interior spaces, and evaporative cooling, which leverages humidity and the proximity of water sources to generate temperature drops.

2.6. Flora

The project strategically integrates diverse plant species that strengthen the bond between the built environment and nature, transforming the school into a living organism that promotes well-being, health, and a sense of belonging in harmony with the jungle, as shown in Figure 8. Productive plants for consumption are utilized, such as Musa (Banana), Theobroma cacao (Cacaa), Manihot esculenta (Cassava/Yuca), and Zea mays (Corn), which are among the most cultivated species [23], as shown in Figure 8. Furthermore, plants with significant influence in traditional medicine due to their anti-inflammatory and antioxidant properties, such as Uncaria tomentosa (Cat’s Claw) [42], and Aloysia citrodora (Lemon Verbena), which possesses relaxing and digestive properties and functions as an aromatic plant at night [43], reinforce cultural identity and the connection with the rich surrounding biodiversity as depicted in Figure 8. These species not only fulfill aesthetic and environmental functions but are also complemented by areas destined for the agricultural production of traditional crops. This integrates educational, cultural, and productive aspects to ensure food and economic self-sufficiency for the Asheninka community within a sustainable model [44].

2.7. Urban Analysis

The Asheninka Unini community faces territorial and socioeconomic limitations marked by its dependence on the river as the primary means of connectivity, which facilitates trade and tourism (Atalaya—Puerto Ocopa Road). However, this exposes it to risks such as flooding and sedimentation. Limited road infrastructure reinforces isolation and hinders access to basic services, while planned road projects create territorial vulnerability. Weak local institutional capacity and dependence on urban centers like Atalaya for health, education, and transport exacerbate this situation. Furthermore, topography and unpaved roads constrain relocation and mobility strategies, reflecting the structural challenges of the Amazon in urban and territorial realms. Territorial threats arise from a dependence on river flow levels, which in certain areas could cause land subsidence. Additionally, this leads to community displacement, compromising their security and depriving them of their lands as they become uninhabitable as we can describe in Figure 9.

3. Results

3.1. Site Location and Environmental Context of the Educational Complex

The architectural proposal presented in this section was developed based on the environmental and spatial parameters identified through the literature review and the climatic analysis of the study area. Previous studies on biophilic design, passive ventilation strategies, and vegetation-based microclimatic regulation informed the selection of plant species, the configuration of natural ventilation systems, and the biomimetic spatial organization applied in the proposed agricultural classrooms. In this way, architectural design translates theoretical insights from the literature into context-adapted strategies suitable for warm-humid Amazonian environments. The project site is defined through a multi-scale and topographic analysis. The macro-regional location is established in Figure 10, situating the intervention within the Ucayali Region, and also specifies the delimitation within the Atalaya Province and the Raimondi District. The specific intervention area is illustrated in Figure 10, where the architectural proposal integrates with the Ucayali River flow, following the riverbank’s morphology. To ensure structural stability, the longitudinal topographic section shows a 1.47 km profile with elevations ranging between 190 and 205 m above sea level. Additionally, details the 1.28 km transverse section, identifying a maximum peak of 209 m. These territorial conditions, characterized by moderate slopes and controlled altitudes, reduce vulnerability to seasonal flooding and validate the implementation of elevated, lightweight modular construction systems optimized for the humid tropical environment of the Amazon.

3.2. Biomimetic Design Concept and Spatial Organization in Response to the Amazonian Environment

The formal configuration of the architectural modules is not derived solely from aesthetic analogy, but from the application of ‘Biomorphic Forms and Patterns’ identified in the literature review as key determinants for reducing cognitive stress. By following the structural archetype of Mauritia flexuosa (Aguaje), a radial geometry was implemented which, according to passive ventilation principles established in the methodology, improves lateral breeze capture and facilitates upward heat dissipation via the stack effect. This design decision transforms natural morphology into a technical solution for hygrothermal comfort, validating the use of biological references as the foundation for structural efficiency in Amazonian environments as can be seen in Figure 11A.

Spatial analysis of the intervention area identified a pre-existing radial settlement logic associated with circulation patterns and productive land distribution. Based on this configuration, the architectural proposal consolidates the built mass around a central productive core, reorganizing pedestrian flows to reduce circulation distances and improve functional clarity between educational, agricultural, and communal zones. The radial layout enhances cross-ventilation potential by allowing multiple façade exposures and promotes visual continuity between classroom modules and cultivation areas. This spatial restructuring supports environmental permeability, functional integration, and adaptive expansion capacity, demonstrating the feasibility of organizing agro-educational infrastructure through context-derived geometric principles as shown in Figure 11B.

3.3. Master Plan and Spatial Integration of Sustainable Educational Buildings

The Master Plan of the agricultural school is organized as a clustered system of circular modules arranged in a branching radial configuration across the intervention area. This spatial organization is derived from the morphological study of Mauritia flexuosa (Aguaje), a palm species commonly found near Amazonian water bodies, whose vertical trunk and radially distributed canopy informed the structural hierarchy and circulation logic of the complex.

The architectural complex includes key elements such as the Central Port, represented in Figure 12A, which is conceived as a connecting space between the complex and the Ucayali River. Configured as a public space for recreation and contemplation overlooking the river, the port supports commercial, recreational, and transport activities, strengthening the interrelationship between the Asheninka people and the main cities of Ucayali.

Meanwhile, the Rural Integrating Plaza, shown in Figure 12B, is proposed as a node for rest and recreation for students and residents. Its strategic location, connecting the main corridor with the libraries, allows it to function as an active transition space that fosters socialization and permanence. The incorporation of native flora not only increases thermal and sensory comfort but also contributes to the environmental improvement of the complex, integrating the Asheninka cultural landscape into the architectural proposal.

Likewise, the Biophilic Agricultural Classrooms, illustrated in Figure 12C, configure an educational system adapted to ancestral knowledge and the productive needs of the community. In this pedagogical model, theory and practice hold equal relevance, promoting immersive learning directly linked to local agriculture. Its design incorporates biophilic principles to improve indoor environmental quality, student well-being, and daily connection with nature, thus enhancing teaching–learning processes.

Finally, the Libraries, shown in Figure 12D, complement the activities of the biophilic agricultural classrooms, supporting study and rest activities between class sessions; additionally, they serve as a connection between the main corridor and the classrooms. Together, these architectural interventions align with Sustainable Development Goals (SDGs) 4, 8, 11, and 15 by promoting inclusive and contextualized education, strengthening job opportunities linked to sustainable agriculture, consolidating resilient infrastructures for rural settlements, and contributing to the conservation of terrestrial ecosystems.

3.4. Biophilic Strategies and Environmental Performance of the Educational Buildings

3.4.1. Native Vegetation as a Strategy for Microclimatic Regulation

The selection of botanical species is grounded in the initial research findings, where green infrastructure was identified as a critical component for hygrometric regulation in humid tropical settings [45]. Moving beyond decorative purposes, the design integrates Bixa Orellana and Attalea phalerata based on their documented high evapotranspiration rates and toxin filtering capacities found in the literature review [46]. These species operate as a ‘biotic evaporative cooling’ system, a strategy derived directly from the biophilic methodology to mitigate the persistent relative humidity levels identified during the site analysis [47].

The second layer consists of vertical vegetative barriers composed of climbing species such as Epipremnum aureum, Monstera adansonii, Cissus verticillata, and Passiflora spp., arranged along façade systems to reduce direct solar exposure and mitigate surface heat gain. These vegetated envelopes operate as adaptive shading devices, improving thermal buffering in exterior wall assemblies.

The third layer integrates productive crops including Theobroma cacao and Musa spp. for perennial yield, complemented by short-cycle species such as Zea mays and Manihot esculenta. This productive stratum establishes an agroforestry interface directly linked to the educational modules, demonstrating the compatibility of environmental regulation and food production within a unified climate-responsive spatial system adapted to the Asheninka territorial context as we can describe were is located in Figure 13.

3.4.2. Green Walls as Passive Thermal Regulation Systems

The green wall implementation strategy emerges as a form of passive thermal regulation, as plants absorb solar radiation for their own growth. This thermal separation creates microclimates between the structures with biomorphic patterns and the green walls. When applied to these high walls, they generate interior shading, allow for air purification, and act as a barrier against strong wind currents, ensuring the interior space is suitable for the user.

A metal structure with steel mesh is installed to facilitate the growth of climbing plants. The first level consists of Epipremnum aureum (Pothos), which is well-suited for tropical climates. The second layer features Passiflora (Wild Passion Fruit), a native climbing plant of the Ucayali region, incorporated to foster project identity. Finally, two types of ivy are included, which adapt excellently to tropical climates and provide extensive wall coverage, as observed in Figure 14.

3.4.3. Vegetative Microclimatic Regulation Strategy

Climatic analysis of the study area identified persistently high relative humidity levels (above 80%) combined with elevated ambient temperatures typical of warm-humid Amazonian environments. In response to these conditions, a vegetative perimeter strategy was implemented as a passive microclimatic regulation mechanism surrounding the classroom modules. The selected species, Bixa orellana, Nephrolepis exaltata, Attalea phalerata, and Alpinia purpurata, were chosen based on documented evapotranspiration capacity, canopy density, and shading potential. According to previous empirical studies [46,47,48], these species demonstrate relative humidity reduction ranges between 3% and 12% under favorable microclimatic conditions. The integration of these species increases shaded surface coverage, enhances evapotranspirative cooling potential, and reduces direct solar exposure on façade elements. This vegetative buffer contributes to localized hygrothermal moderation in the immediate surroundings of the building envelope. Although in situ experimental monitoring was not conducted within this study, the documented humidity attenuation ranges and shading characteristics support the feasibility of this passive environmental control strategy in warm-humid educational contexts, as shown in Figure 15.

As seen in

Table 1. Characteristics of the plants selected for the dehumidification system.

Selected Flora	Contribution to the System	Humidity Reduction	CO2 Capture
Bixa orellana	High evapotranspiration due to large leaves [46]	3–6% HR [46]	3–12 kg CO2/year [46]
Nephrolepis exaltata	Very high hygroscopic absorption, evapotranspiration [47]	5–12%HR [47]	3–4 kg CO2/year [47]
Attalea phalrata	Deep shade + reduced soil evapotranspiration [48]	4–8% HR [48]	30–45 kg CO2/year [48]
Alphinia purpurata	Waxy leaves help reduce moisture near the ground [49]	3–7% HR [49]	6–8 kg CO2/year [49]

, the vegetative selection strategy supports a microclimatic regulation approach, in a documented range, with the objective of the study to develop a climate-sensitive educational model adapted to high-humidity Amazonian conditions.

3.4.4. Local Materials and Construction Systems for Sustainable Educational Buildings

The structural system of the module consists entirely of locally sourced native wood, selected for its availability, reduced embodied carbon compared to conventional reinforced concrete systems, and compatibility with regional construction practices [49]. The load-bearing wooden frame supports a ventilated roof assembly incorporating filtered openings that allow heat release upward while limiting direct solar gain. Adjustable wooden wall panels permit controlled variation in airflow and visual permeability, while the elevated wooden floor slab reduces ground moisture transmission and enhances underfloor ventilation as shown in Figure 16. The layered construction system responds to the hygrothermal demands of the Amazonian climate by combining shading, ventilation, and material breathability within a coherent structural configuration. The integration of locally sourced timber also supports material continuity with the surrounding environment, reinforcing the alignment between environmental adaptation and territorial identity within the educational infrastructure.

In addition, the environmental assessment of the site identified high ambient temperatures and persistent relative humidity as primary climatic constraints. In response, classroom modules were configured with operable openings positioned on opposite façades to enable cross ventilation aligned with prevailing wind directions as shown in Figure 16.

The predominant use of native timber responds to both local resource availability and the application of the ‘Material Connection with Nature’ biophilic pattern, which biophilic studies suggest can lower blood pressure and enhance student focus. Methodologically, timber was prioritized due to its low thermal inertia, a property identified in the literature as essential for preventing nocturnal overheating in rural settings. Consequently, the choice of materials functions as an active environmental filter, bridging the gap between thermal performance and the neurocognitive well-being of the students [50].

3.4.5. Connection Between Built Environment, Natural Systems, and Cultural Context

Figure 17 presents the design of the integrating corridors, conceived as spaces of bioclimatic transition and direct link with the Amazon environment. The proposal incorporates native flora, highlighting the White Bolaina (Guazuma crinita), selected for its rapid growth and its capacity for microclimatic regulation as shown in Figure 17, along with a green floor of Axonopus compressus, whose resistance and permeability contribute to improving the thermal and water stability of the route as illustrated in Figure 17. Likewise, Asheninka cultural references are integrated through patterns derived from their traditional fabrics and ceramics, applied in rest areas to reinforce the territorial identity and the link with the ancestral knowledge of the community as observed in Figure 17. Regarding materiality, the pergola uses Cumaru wood treated for its high durability and resistance to humidity, complemented with a straw fiber coating that optimizes solar protection and promotes natural ventilation as shown in Figure 17. These solutions allow the creation of circulation and stay spaces with low environmental impact, cultural identity and bioclimatic performance suitable for Amazonian conditions. Collectively, the corridor system functions as a climatic buffer zone, reducing thermal exposure in circulation areas and enhancing environmental continuity between built and natural systems under Amazonian warm-humid conditions.

3.5. Passive and Active Bioclimatic Strategies

3.5.1. Rainwater Harvesting Systems and Water Efficiency

The Amazonian environment is characterized by intense solar radiation and heavy rainfall. To address these specific climatic demands, the project implements a multifunctional bioclimatic system featuring a double roof, an internal structure built from local timber, and a central column designed as a rainwater harvesting channel connected to a 7500-L collection tank. This configuration allows the double roof to act as an effective sunshade, reducing direct thermal gains while facilitating continuous ventilation across all layers. Simultaneously, the structural openings maximize diffuse daylighting without direct radiation exposure, and the central column helps collect water by feeding a lower reservoir for community use. Furthermore, the use of native timber minimizes the reliance on concrete. Ultimately, this integration of passive solar control, efficient water management, and sustainable materiality defines a construction model in complete harmony with the jungle environment, directly supporting the development of resilient educational infrastructures in rural contexts [51] as depicted in Figure 18.

To perform the rainwater harvesting calculation for the area, the following data is required: the daily precipitation of the zone, calculated based on the exact geographic coordinates [31]; the catchment area, corresponding to the proposed roofs, which totals 500 square meters; the runoff coefficient, derived from previously analyzed data [52]; and a wastage factor of 0.5, accounting for the variation in roof angles and inclination. First, the daily precipitation, catchment area, and runoff coefficient are multiplied; subsequently, the result is applied to the wastage factor to obtain the collectable volume in cubic meters as we can describe in

Table 2. Calculation of rainwater collection.

Rainwater Collection Formula	Daily Rainfall	Contribution Area	Runoff Coefficient	Waste Factor	Total
Collectible Value	Pd	A	C	Fd	-
Cubic meters per classroom	0.10	500	0.9	0.5	22.5 m3

.

3.5.2. Photovoltaic Systems for On-Site Renewable Energy Generation

Rural Amazonian settlements frequently face limited access to centralized electrical grids, necessitating autonomous energy solutions. To address this infrastructural deficit, the project integrates 40 photovoltaic panels into the public LED lighting system across public squares and integration corridors. This active bioclimatic strategy enables on-site clean energy generation specifically dedicated to public illumination. Technically, this system drastically reduces the facility’s carbon footprint and severs its dependence on the conventional power grid. Consequently, this intervention transforms communal areas into nodes of active sustainability, directly aligning with the objective of consolidating the agricultural school as a benchmark for environmental responsibility, energy efficiency, and rural resilience.

3.5.3. Solar-Powered Lighting Systems for Public and Circulation Spaces

The integration of 20 LED strips powered by photovoltaic systems is established as an efficient strategy for night lighting along the project’s outdoor pathways. The unit, comprising a solar panel, a storage battery, and energy-efficient LED fixtures, ensures a continuous light supply throughout the night, particularly in sections where wayfinding and pedestrian safety are prioritized. This solution enabled the creation of clearly illuminated trails, facilitating the spatial legibility of the paths and enhancing the perception of safety. The results demonstrate that the application of this technology decreases reliance on conventional electrical infrastructure, reduces operational costs, and contributes to a more sustainable and autonomous lighting system within the intervention area, harnessing daily solar radiation.

The Amazonian environment presents high levels of atmospheric humidity and requires reliable nocturnal illumination without depending on vulnerable external power grids. To address these specific conditions, the project implements a specialized photovoltaic LED lighting system (ZGSM Lighting), as detailed in

Table 3. Photovoltaic panel specifications.

Luminaire Type	Number of Solar Panels	Dimensions	Peak Power (W)	Cell Type
LED light fixture with solar panel	2	700 × 500 × 30 mm	100 w	Monocrystalline
LED strip with solar panel	1	700 × 500 × 30 mm	50 w	Monocrystalline

, which incorporates 50 W monocrystalline silicon solar panels set at an operational tilt angle of 12°, lithium batteries (Li-ion/LiFePO₄), an intelligent MPPT controller, and galvanized steel poles compliant with ASTM A123/A153 standards [52]. Technically, this configuration maximizes incident solar radiation capture, regulates charge distribution between diurnal and nocturnal periods [53], and prevents structural corrosion caused by the humid climate. Consequently, the efficient interaction of these components provides an effective lighting radius of approximately 10 m, ensuring optimal energy capture and adequate illumination for the intervention zones, thereby fulfilling the project’s objective of establishing durable and autonomous infrastructure.

Likewise,

Table 4. Solar energy production estimates.

Luminaire Type	Solar Panel Area	Peak Sun Hour	Panel Efficiency	Total System Performance	Daily Energy
LED light fixture with solar panel	0.7 m2	4.5 h	0.15	0.70	330 W/h day
LED strip with solar panel	0.35 m2	4.5 h	0.15	0.70	210 W/h day

details the estimated solar energy production and capture for the public lighting and LED strip systems over the course of a day. The calculation considered 6 h of daily solar radiation, a system efficiency of 70%, a panel efficiency of 15%, and an effective solar panel area of 0.35 m². This generates a total of 330 Wh/day for the public lighting system and 210 Wh/day for the LED strip system. Consequently, the monthly totals are estimated at 99 kWh and 63 kWh, respectively. These estimates help quantify the photovoltaic panel system’s contribution to the proposed public lighting solutions [54].

4. Discussion

These strategies correspond with the climate-responsive principles identified in the literature review, where passive ventilation, vegetative shading, and lightweight construction systems are recognized as effective mechanisms for improving thermal comfort in tropical educational buildings. This study demonstrates that the integration of biophilic and bioclimatic strategies in a warm-humid Amazonian context can generate measurable environmental improvements while contributing to the cultural revalorization of the Asheninka community.

The climatic analysis conducted for the Atalaya region indicated average outdoor temperatures above 32 °C and relative humidity levels exceeding 80%, conditions that generate significant thermal stress in educational environments. Based on these climatic parameters, the proposed passive design strategies including elevated structures, ventilated double roofs, permeable façades, and strategic vegetation integration are estimated to reduce indoor temperatures by approximately 3–5 °C (27–29 °C). These results demonstrate the capacity of passive environmental systems to mitigate thermal discomfort in equatorial rainforest conditions where mechanical cooling systems are economically and environmentally unviable, a principle widely documented in research on passive cooling strategies in tropical architecture [55].

The results support prior research on climate-responsive vernacular systems [56], which argues that thermal regulation is most effective when architectural form, construction logic, and landscape operate as a unified environmental system. In the present case, elevation on stilts, double ventilated roofs, permeable fades, and cross-ventilation are not isolated techniques but interdependent components calibrated to humid tropical conditions. Importantly, vegetation is redefined from a decorative or purely productive element into an active microclimatic regulator, contributing to an estimated 10–15% reduction in indoor relative humidity. This integration reinforces the relevance of biophilic and bioclimatic strategies in rainforest environments, where hygrothermal control is as critical as temperature reduction.

A comparative analysis with international benchmarks further clarifies the contribution of this work. The Songhaï Center demonstrates effective environmental stabilization through agroecological integration in semihumid West African conditions. Similarly, Barefoot College applies solar control and ventilation strategies adapted to arid climates. While both cases share a holistic sustainability framework, their climatic challenges differ substantially from the Amazonian context. Neither addresses the persistent combination of high temperature and high humidity typical of equatorial rainforest regions. The proposed sustainable agricultural school for the Asheninka community therefore contributes a context-specific model for humid tropical territories, expanding the geographic and climatic scope of sustainable rural educational architecture documented in the literature.

Beyond environmental performance, the project reinforces the role of sustainable agricultural schools as instruments of cultural continuity and territorial identity. By integrating productive landscapes, native vegetation, and local construction systems, the architectural proposal strengthens the transmission of agricultural knowledge and supports the socioecological practices embedded in Asheninka culture. In this sense, sustainability is understood not only as environmental efficiency but also as the continuity of indigenous productive systems and collective memory.

The incorporation of rainwater harvesting (22.5 m³/day per module) and photovoltaic-powered lighting systems further enhances infrastructural autonomy. In remote Amazonian settlements with limited access to centralized utilities, such autonomy reduces operational vulnerability and supports long-term resilience. Consequently, the study proposes a sustainable agricultural school model that integrates passive climate adaptation, renewable energy systems, productive landscapes, and cultural revalorization within a unified architectural framework adapted to humid tropical conditions. This systemic articulation constitutes the principal contribution of the research.

Several strengths support the credibility of the study. First, the proposal is grounded in site-specific hydrometeorological data obtained from Atalaya, ensuring climatic relevance for the Amazonian context. Second, environmental performance indicators are estimated through climatic analysis and the application of passive design principles, including temperature reduction, humidity moderation, rainwater harvesting capacity, and photovoltaic energy generation. Third, the project prioritizes passive environmental strategies and renewable systems without overreliance on mechanical conditioning technologies. Finally, the comparative international analysis situates the proposal within a broader global discourse on sustainable educational infrastructure in rural territories.

However, several limitations should be acknowledged. The environmental performance indicators presented in this study are based on climatic analysis and projected passive design responses rather than long-term post-occupancy monitoring. Similarly, the estimations of photovoltaic energy production and rainwater harvesting capacity rely on average climatic data and may vary depending on seasonal conditions and operational factors. Future research should incorporate on-site environmental monitoring, life-cycle assessment of construction materials, and long-term evaluation of socio-cultural impacts in order to further validate the proposed architectural model.

Overall, the findings indicate that context-adapted biophilic and bioclimatic strategies can transform sustainable agricultural schools into environmentally responsive and culturally coherent systems. The study contributes to the existing literature by proposing an architectural model specifically adapted to humid tropical rainforest conditions, expanding current discussions on climate-responsive educational architecture and sustainable learning environments in rural territories [57], where both temperature and humidity must be addressed simultaneously through passive design strategies. By integrating climatic analysis, biophilic landscape planning, and renewable energy systems, the research expands the current understanding of sustainable rural educational architecture in equatorial territories [58]. Furthermore, the study highlights the potential of architectural design to support both environmental resilience and the preservation of indigenous productive knowledge systems.

5. Conclusions

This study demonstrates that the integration of biophilic and bioclimatic strategies can provide an effective and context-sensitive model for sustainable agricultural schools in the Peruvian Amazon. The principal contribution of this research lies in articulating passive climate adaptation, vegetation-based environmental regulation, and local material systems within a culturally grounded architectural framework aimed at the revalorization of the Asheninka community.

By addressing the hygrothermal conditions characteristic of the Amazon rainforest, high temperatures combined with persistent humidity, the study advances the application of site-specific environmental design in humid tropical territories. Unlike rural educational precedents developed in semi-humid or arid climates, this proposal responds directly to the environmental and territorial pressures faced by Amazonian indigenous settlements, reinforcing the relevance of climate-responsive architecture as a tool for resilience.

Beyond environmental performance, the project demonstrates that sustainable educational infrastructure can function as a mechanism for cultural strengthening and productive knowledge transmission. The integration of agricultural learning spaces with environmental design principles supports both ecological adaptation and community continuity.

From a broader perspective, the proposed model offers transferable guidelines for rural educational infrastructure in equatorial regions facing similar climatic and socio-environmental challenges. Overall, this research contributes to the advancement of sustainable rural architecture by demonstrating that biophilic and bioclimatic design strategies can simultaneously enhance environmental comfort, reduce infrastructural dependency, and promote intercultural sustainability in vulnerable rainforest contexts.