Classroom Design Should Follow Evidence, not Architectural Fad

This resource critically examines the widely accepted notion that trendy, technology-rich “innovative learning environments” (ILEs) automatically improve student learning. It highlights a significant gap in robust evidence supporting this claim, despite substantial investments in such spaces globally. The analysis of over 5,500 studies reveals only 21 rigorously evaluated the impact of physical environments on primary and secondary student outcomes, indicating a limited understanding of long-term effects. The resource cautions against the assumption that traditional classrooms are inherently obsolete, emphasizing that teacher practice, school culture, and context play more crucial roles in learning. Successful ILE implementations, exemplified by case studies, prioritize teacher collaboration, continuous professional learning, and the thoughtful integration of diverse, interconnected learning spaces. Most Importantly, this resource argues for a more evidence-based approach to educational design and policy. It calls for further research to understand how different physical layouts truly support effective teaching and enhance student learning, moving beyond architectural trends and policy directives to inform decisions about classroom design.