M. Ali

Birmingham City University (UNITED KINGDOM)
The quality of learning and teaching in schools is influenced by several key elements. Many studies have shown that a building’s physical condition has a crucial relation to its users’ performance, and that it affects their outcomes and achievements. The physical learning environment is an important area that has been raised recently throughout educational and design perspectives. All work in these fields has highlighted its important role in shaping the quality of learning and achievement (Dudek, 2000, Allen and Hessick, 2011).
The physical environment consists of different aspects and features which can come together to create an effective space that enhances learning and teaching. These aspects vary depending on the views of the interior designers and architects involved, as well as educational and other stakeholder (notably educational authority) requirements. These play a crucial role in providing an effective leaning environment (Wolff, 2003, Lippman, 2010).
The proposed paper aims to address the above discussions in order to emphasise the significance of the physical environment in learning and teaching practice. In addition, it will discuss the physical features which need to be considered in order to enhance the learning and teaching experience offered in a school.

ALLEN, B. & HESSICK, K. 2011. The classroom environment : the silent curriculum. Bachelor of Science Senior Project, California Polytechnic State University.
DUDEK, M. 2000. Architecture of schools: the new learning environments, Oxford, Architectural.
LIPPMAN, P. 2010. Can the Physical Environment Have an Impact on the Learning Environment?, CELE Exchange, Centre for Effective Learning Environments.
WOLFF, S. J. 2003. Design Features of the Physical Learning Environment for Collaborative, Project-Based Learning at the Community College Level. National Research Centre for Career and Technical Education.