The transition from traditional classrooms to digital learning platforms during the COVID-19 pandemic has significantly increased screen exposure, leading to heightened social isolation, disrupted routines, and elevated emotional stress among students and teachers. This shift has presented educational stakeholders with the critical challenge of balancing necessary digital engagement with strategies designed to protect the cognitive, emotional, and academic wellbeing of young people. Integrating digital technologies with biophilic design principles (environments inspired by nature) may offer a viable solution for creating resilient and healthy educational settings.

This study presents a comprehensive analysis of innovative educational methodologies, focusing on the integration of biophilic learning environments and digital technologies to enhance student wellbeing and academic performance. Drawing on recent global research and empirical case studies, the investigation explores how incorporating natural elements into educational settings positively influences students' cognitive function, emotional health, and overall engagement. Concurrently, the research examines how digital tools and personalised learning approaches can complement biophilic principles effectively, supporting socio-emotional learning (SEL) and providing a holistic educational experience.

While substantial research exists separately on the benefits of biophilic design and digital integration, there is a notable gap in understanding their combined effectiveness for amplifying student outcomes. Current literature generally examines these methodologies in isolation, highlighting a critical need for a deeper exploration of their interplay and mutual reinforcement. Moreover, empirical studies on the long-term impacts of integrated biophilic-digital environments on student wellbeing and academic achievement remain scarce, particularly across diverse educational contexts.

Future research recommended in this study includes longitudinal assessments to evaluate the sustained effects of integrated biophilic-digital learning environments across diverse student populations. Additionally, identifying pedagogical frameworks that seamlessly combine nature-based approaches with digital innovations could provide valuable insights. Comparative analyses across varied cultural and socioeconomic contexts are also suggested to uncover universally effective strategies and best practices. This synthesis of theoretical foundations, practical applications, and documented impacts highlights the necessity of balancing "screen time" with "green time," aiming to foster inclusive, health-promoting, and future-ready educational environments.

Keywords: Biophilic learning environments, Digital innovation, Student well-being, Socio-emotional learning, Personalised learning, Educational technologies, Academic performance, School design.