The past decade has seen a boom in the construction of trendy buildings with visually appealing interiors in schools and universities. Proponents highlight the potential of these flexible and technology-rich spaces, referred to as innovative learning environments (ILEs), to shape behaviours to enhance student learning.
Economic and technological changes have caused a reconsideration of the nature of teaching and learning. This narrative has been used to underpin the call to re-imagine school learning environments.
Critiques highlight the constrained, static design of conventional classrooms, which favours more traditional teaching practices. It is suggested this is not conducive to those learning experiences favoured in current policy.
However, this claimed relationship between space and teacher practice is flimsy. There is a lack of evidence to underpin it.
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