Framing Learning Entanglements in Innovative Learning Spaces: Connecting Theory, Design, and Practice

This case study critiques the view that innovative secondary school learning spaces automatically change teaching, highlighting a disconnect between new environments and traditional methods. It emphasizes the learning entanglement of physical space, pedagogy, resources, and social dynamics, introducing a framework for understanding this complex interplay. This analytical lens helps educators and designers identify alignment or misalignment across various design aspects, aiding in both analyzing and creating more coherent learning environments. The research challenges the idea that environment alone dictates practice, offering a concrete tool for fostering better integration between teaching approaches, physical spaces, and real-world learning interactions. This framework moves beyond deterministic thinking, empowering educators and designers to critically examine the interconnected factors influencing how learning spaces are actually used and to create environments that truly support their pedagogical goals.