Investigating the Green and Thermal Environmental Quality of Educational Institutions in an Urban Planning Context: A Debrecen Case Study

Since children spend a significant portion of their developmental years in educational settings, the environmental quality of these institutions—specifically, the extent to which they expose their occupants to green space and heat stress—is a critical determinant of well-being and academic performance. This study assesses the green environmental quality of 121 educational institutions (kindergartens, and elementary and secondary schools) in Debrecen, Hungary. The main objective of the research is to identify educational institutions that require immediate intervention to address their lack of green spaces, improve the green environment, and mitigate the urban heat island (UHI) effect. A further aim of the study is to understand how different urban planning practices over the past century have led to the current situation. Therefore, we utilized high-resolution geospatial data (specifically, WorldView-2 imagery) to classify schoolyard vegetation; Landsat data to derive Land Surface Temperature (LST); and the Hoover index to quantify institutions’ spatial concentration. We developed a composite indicator to categorize green environmental quality and heat stress exposure. Our results reveal deep spatial and institutional inequalities. 47.5% of students attend institutions with low environmental quality. While kindergartens typically offer green-rich environments, secondary schools with significant student populations—which are primarily concentrated in the dense historical downtown—are trapped in “grey” zones possessing poor environmental quality. Furthermore, we identify a “green paradox” in socialist housing estates: despite abundant surrounding greenery, schools here record high LST values due to the heat-trapping morphology of vertical concrete structures. The study also highlights institutional maladaptation, such as converting schoolyards into parking lots and using rubber pavements for safety reasons, which contributes to the deterioration of environmental quality. We conclude that current urban planning and school architecture must shift paradigms, treating schoolyards as integral components of the public green infrastructure network through climate-adaptive design. In addition, stakeholders should develop the green environment of educational institutions comprehensively, taking into account both on-site and surrounding green spaces.