Urban Landscapes as Living Classrooms: A Bibliometric Analysis and Conceptual Framework for Inquiry-Based Learning

This article presents a reflective analysis concerning the evolution of the “Living Classroom” concept, traditionally associated with rural settings, and its re-conceptualization within urban socio-ecological systems. By synthesizing global scientific trends and contemporary research, the study explores how metropolitan green infrastructures—such as urban forests, biocultural canals, and school gardens—function as high-complexity laboratories for Inquiry-Based Learning (IBL). The methodological approach combines a PRISMA-inspired systematic qualitative synthesis with a bibliometric analysis of 2,732 open-access articles indexed in the Scopus database (2015–2026), applying the Authors–Journals–Contributions (ARA) methodology and VOSviewer for scientific mapping. The findings reveal the scientific leadership of China and several European countries, a predominance of publications in Q1 journals, and four major thematic clusters related to sustainable development, human health and education, interdisciplinary knowledge integration, and socio-ecological learning environments. The reflection argues that the urban landscape is not a substitute for nature but a primary pedagogical mediator that enhances cognitive development, health, and environmental citizenship. Furthermore, the discussion integrates findings from international research to propose a necessary shift in natural science education: the city can be understood as a living laboratory where scientific inquiry bridges the gap between urban development and ecological literacy. Building on this synthesis, the study develops a conceptual framework that addresses the phenomenon of environmental blindness by reconceptualizing urban living classrooms as pedagogical mediators that connect scientific inquiry with everyday socio-ecological experiences. The proposed framework supports the pedagogical reinterpretation of riverside territories and urban ecosystems as authentic contexts for scientific inquiry. It also provides a theoretical reference for future educational research on inquiry-based science education in urban contexts.