| Lee et al. (2009) | School forest composition | Seasonal change, various flowers, providing shades, play, exercise, walking and resting, class, learning nature, removing dust, noise reduction, bird watching, insect observation, emotional cultivation, school character, high species diversity and number of trees |
| Jang and Sin (2010) | School forest composition | Plant ratio (tree, shrub, fruit, evergreen), pavement ratio, ratio of relocating trees, facility (types, location, maintenance condition) |
| Site assessment | Surrounding conditions, forest configuration (concentrated, distributed), access (easy, moderate, poor), location |
| Growing Gardens (2016) | Academic | Curriculum integration |
| Environmental education | Teaching native plants, pollinators, soil conservation, climate, ecological systems |
| Therapeutic uses | Stress relief, calm and soothing, break time |
| Healthy food | Producing fresh food, donating food to community |
| Nature play | ‘Dig pit’ to play |
| Community engagement | Partnership |
| Yang (2018) | Forest composition | Size, space suitability, species diversity, tree location suitability (tree, shrub, flower and groundcover), facility |
| Project budget | Planting and facilities ratio suitability |
| School member, citizen participation | Design process participation |
| Application and management | Application and management plan establishment |
| Etc | Press marketing, excellent cases |
| Korea Forest Service (2018) | Naturalness | Natural mood of forest/ control decorative facilities/ natural harmony of facilities/ maintaining natural shape of individual trees/ selecting native species, selecting trees with educational effect |
| Functionality | Suitable functions of space types/ using natural materials (wood and stones) additional functions of forest (noise control, climate control, emotional cultivation, screening) |
| Educational effect | Educational applications/ experience nature, ecological education, experience urban farming |