Learning-space design: essential research and resources
A guided pathway through foundational and current evidence on learning-space design.
This reading list is curated for educators, school leaders, MOE colleagues and research partners. It is selective rather than exhaustive. Begin with the first two items for orientation, then follow the items most relevant to your question.
Kariippanon, K. E., et al. (2021). Mixed-methods systematic review of flexible learning spaces.
A useful entry point into evidence concerning student movement, engagement, interaction and educational outcomes. Read with attention to the small number of eligible studies and the fact that spatial and pedagogical changes often occur together.
Kokko, A. K., & Hirsto, L. (2021). From physical spaces to learning environments.
Explains why learning environments are produced through user practice and organisational processes rather than determined by physical design alone.
Leijon, M., Nordmo, I., Tieva, Å., & Troelsen, R. (2022). Systematic review of formal learning spaces.
A broad synthesis of how formal learning spaces are studied. Much of the literature is from higher education, so direct transfer to schools requires judgement.
OECD. (2024). Reimagining Education, Realising Potential.
Places learning-environment design within wider work on future-ready competencies, teacher capability and system support.
OECD. (2011). The Future of the Physical Learning Environment.
An earlier but still useful framing of flexible, modifiable and sustainable environments that support users and learning processes.
Vella-Brodrick, D. A., & Gilowska, K. (2022). Systematic review of greenspace and cognitive functioning.
Extends learning-space thinking beyond furniture and rooms to nature exposure, outdoor learning and wellbeing-related conditions.
How to read this evidence
Check the learner age, domain and setting before transferring a finding.
Distinguish technology or environmental features from the pedagogy used with them.
Look for comparison conditions, implementation duration and outcome measures.
Treat engagement and satisfaction as useful but insufficient evidence of learning.
Use the evidence to frame questions and pilots, not to assume that one design will work everywhere.