Right to Innovative Learning Environments: An Ecological–Assemblage Lens

Abstract

This narrative review conceptualises Innovative Learning Environments (ILEs) as ecological contexts in becoming, examining their relations among pedagogy, space, and technology rather than treating them as separate elements. Drawing on an assemblage lens and a diffractive approach, the review traces how relations within ILEs form, shift, and take effect over time. It maps ILEs across four plateaus—pedagogy, society, space, and technology—each analysed at micro, meso, and macro scales. A diffractive landscape is presented to illustrate their entanglements. Synthesising insights from education, sociology, architecture, and technology, the review finds that these plateaus operate in coordinatio..