A Holistic and Nuanced Approach to School Learning Environments: Setting the Scene

Abstract

Abstract This chapter supports a holistic and nuanced approach to understanding school learning environments, arguing that learning spaces are complex socio-material ecosystems. This chapter highlights the limitations of reductionist approaches that privilege single factors such as design aesthetics, furniture or digital tools. It examines persistent misalignments between policy ambition, design intent and pedagogical practice and demonstrates how these tensions shape the lived experiences of teachers and learners. This chapter foregrounds the importance of alignment between pedagogy, space and community, emphasising the role of collaboration, professional learning and part..