Environmental Light, Screen Exposure, and Green Health in Technology-Rich K–12 Classrooms: A Scoping Review of Modifiable Conditions

Technology-rich K–12 classrooms are simultaneously learning environments, exposure environments, and resource-use environments. Students encounter daylight, electric light, digital displays, prolonged near work, and screen-mediated cognitive demands. In this review, green health refers to evaluating student health and educational functioning together with environmental performance, including energy demand, daylight utilization, system durability, maintenance, and life-cycle considerations. The scoping review was informed by PRISMA-ScR and JBI guidance. Database searches conducted from May through September 2026 included PubMed, ERIC, Scopus, and Web of Science, supplemented by targeted searching of standards organizations, professional and consensus sources, publisher platforms, relevant disciplinary literature, and citation chaining. Sources were assessed using a population–concept–context eligibility framework and classified by evidence role, directness, and primary evidence domain. The searches identified 3008 records. After deduplication and screening, 78 substantive publications were included in the evidence map; four methodological references were retained separately for review design and reporting. The 78 substantive publications were mapped across seven evidence domains. Green health practice in schools should jointly evaluate student health, instructional function, environmental sustainability, and equity/accessibility. Practical priorities include usable daylight and shading, low-flicker controllable lighting, balanced luminance, purposeful screen use, mode variation, outdoor time, accessible accommodations, commissioning, maintenance, and life-cycle-aware procurement.