This report illustrates how both participant-generated ideas can help reform policy and practice, and how the use of participatory design may facilitate improvement in engagement and communication between government, higher education institutions, industry, schools and communities.

This report outlines a systematic review of evidence that different learning environments have an impact on student learning outcomes. This review investigated how researchers measure changes in academic outcomes attributed to changes to both primary and secondary schools learning environments.

The ILETC project conducted workshops between November 2016 and May 2017 in each of the project’s geographic regions. The purpose was to establish existing teachers perspectives and insights on concepts central to this project.

The first phase of this project focused on collecting baseline data on the types of learning spaces, teaching practices and learning in Australian and New Zealand schools. This report outlines the survey of school leaders conducted in late 2016.