Every square meter of green space generates profit

Following July 1, 2026, when the revised Capital Law officially took effect, investing in school green spaces transitioned from a cosmetic landscaping option into a core development requirement.

According to Ms. Phi Thi Mai Chi - a child rights and sustainable development expert, ESG (S) consultant, and founder of the Children and Development Center (Viet Nam Association for Protection of Children's Rights) - urbanization pressures have driven many schools to shrink their greenery to make room for classrooms and training facilities. However, viewing green spaces as mere expenses to be pruned deprives educational institutions of massive long-term economic, social, and academic value.

Currently, the average green space in downtown Hanoi schools stands at just 4,35 m²/student, less than half of the minimum 10 m²/student mandated by National Standard TCVN 8793:2011. Compounding this issue, over 80% of the campus footprint at numerous schools is covered by concrete and other hard materials, amplifying the urban heat island effect right on school grounds.

Green spaces are no longer a secondary element

Ms. Phi Thi Mai Chi noted that population pressures and rapid urbanization in districts such as Hoang Mai, Hai Ba Trung, and Ha Dong have forced schools to continually add classrooms. This expansion directly cannibalizes playgrounds and green zones.

The consequences extend beyond a shortage of recreational spaces, directly impacting student health. On scorching days, surface temperatures between concrete courtyards and shaded green zones can fluctuate by 12-15°C. This heat differential forces classroom air conditioners to run at maximum capacity, driving up electricity expenditures.

According to experts, green spaces in schools are now considered by many international organizations such as UNEP and UNICEF as part of a modern educational ecosystem. These are not simply places for planting trees, but also learning spaces that help students develop sustainable thinking, understand nature, climate change, and acquire the necessary skills for a green economy in the future.

Not only globally but also in Viet Nam, many models have demonstrated the effectiveness of bringing nature back to schools.

According to Ms. Phi Thi Mai Chi, the NIFAM project, implemented in Hanoi by the University of Bonn (Germany) and several partners, has built ecological schoolyard models at three educational institutions in Hanoi with different approaches.

At Genesis School, the garden is developed as a "living laboratory," where students learn nutrition, gardening, and green entrepreneurship. This model contributed to the school winning first prize in the ASEAN Eco-School Competition in Viet Nam in 2024.

Meanwhile, Hermann Gmeiner School in Hanoi and the Hanoi Ethnic Minority Boarding School utilize green spaces to educate students on nutrition, preserve indigenous knowledge, and develop research skills.

According to experts, these models demonstrate that green spaces can become interdisciplinary learning spaces, rather than just decorative areas within the school grounds.

From a school management perspective, the benefits of green spaces are also clearly evident in operations. First, trees help reduce campus temperature, decreasing the need for air conditioning and saving electricity costs annually. Simultaneously, the natural water absorption capacity of vegetation helps reduce pressure on the drainage system during heavy rains.

More importantly, green spaces are becoming a key criterion for many parents when choosing a school. In the context of increasing enrollment competition, a nature-friendly campus with hands-on experiential activities and prestigious awards will give schools a significant advantage without requiring excessive marketing costs.

According to statistics from the Center for Children and Development, the "Green Learning Station" network currently connects over 15 schools, nearly 1.000 teachers, and over 10.000 students annually, demonstrating the potential for scalability with appropriate policy support.

To translate the Capital Law guidelines into concrete actions, Ms. Phi Thi Mai Chi proposed three groups of solutions.

First, making green space area a key criterion in the assessment and licensing of school construction and renovation.

Second, developing a financial mechanism to encourage green investment through tax incentives, green credit, or by mobilizing resources from urban infrastructure development programs, rather than relying solely on the education budget.

Third, adding a "green index" to Hanoi's school evaluation and ranking system so that successful models can be replicated rather than remain isolated examples.

According to Ms. Phi Thi Mai Chi, July 1, 2026, not only marks the effective date of the amended Capital Law but also opens up opportunities for Hanoi to change its perspective on investment in education. If the city wants to build a green workforce that meets future development requirements, then every square meter of school garden today should be considered a long-term, profitable investment that improves students' health, reduces operating costs for schools, and increases the competitiveness of the capital's education system.