The Impact of Modern Educational Transformations on the Design of Learning Spaces | ||
| Suez Canal Engineering, Energy and Environmental Science | ||
| Volume 3, Issue 4, October 2025, Pages 110-121 PDF (1.13 M) | ||
| Document Type: Original Article | ||
| DOI: 10.21608/sceee.2025.411850.1098 | ||
| Authors | ||
| alaa mohamed kamel* ; Mahmoud Foad Mahmoud; Faisal Mahmoud Abou El-Azm | ||
| Architectural and Urban Planning Department, Faculty of Engineering, Suez Canal University, Ismailia City, Egypt | ||
| Abstract | ||
| This study explores the impact of modern educational transformations on the architectural design of learning spaces. Over the past century, shifts from teacher-centered to student-centered pedagogies—rooted in Behaviorism, Cognitivism, and Constructivism—have redefined spatial requirements and instructional practices. By conducting a comprehensive literature review and analyzing 59 award-winning international schools, Kim Dovey & Kenn Fisher identify six typologies of learning environments (traditional classrooms, learning commons, street spaces, meeting areas, fixed-function rooms, and outdoor learning zones). Our findings reveal that adaptive layouts, flexible furniture, and seamless integration of indoor and outdoor areas support active learning, collaboration, and personalized instruction. Critical sensory factors—natural lighting, acoustics, and spatial complexity—emerged as key drivers of student engagement and educational outcomes. We propose a framework linking pedagogical strategies with spatial design principles—complexity, adaptability, and assemblage—to guide architects and educators in co-creating future-ready learning environments. Ultimately, this research underscores the necessity of reimagining school architecture to enhance student-centered experiences and offers directions for future empirical studies on spatial-pedagogical efficacy. | ||
| Keywords | ||
| Pedagogy; classroom; Teaching; Student | ||
|
Statistics Article View: 18 PDF Download: 4 |
||
