Abstract:

Over the past decade and amplified during the Covid-19 pandemic, there has been a growing recognition that learning and teaching (L&T) spaces impact student and teacher satisfaction and performance. L&T spaces contribute to enabling, motivating, activating, and intensifying different types of L&T. This clearly supports the earlier statement of Loris Malaguzzi that “space is the third pedagogue”, after the classmates (first) and the teachers (only the second). L&T spaces affect key components of L&T behaviour and learning success such as modes of transformative self-directed learning, ability to concentrate, receptiveness, or collaboration (Ninnemann, 2018; Talbert & Mor-Avi, 2019).

Against this background, the Erasmus+ Strategic Partnership “Learning and Teaching Space in Higher Education” (LTSHE, 2022) comparatively analysed politics and institutional practice of the design, implementation, and use of L&T spaces in seven European countries (Austria, Germany, Kosovo, Poland, Portugal, Spain, United Kingdom). In addition to benchlearing of institutional project partners and fostering improvement and innovation at their institutions, the main purpose of LTSHE was to provide a comprehensive set of principles of design, implementation, and use of L&T spaces that (higher) education institutions can draw on to inform the quality development of innovative L&T spaces. These principles are inferred from strategic SWOT analyses of observed politics, policies, and practice on national and institutional levels in the seven countries (LTHSE, 2022) and from considering contemporary insights of L&T research (e.g., Byers et al., 2018; Finkelstein et al., 2016; Leiber, 2022).

Methodologically, the paper is based on comparative conceptual content analysis of relevant documents (e.g., higher education laws; institutional mission statements and structure and development plans), scholarly literature and an understanding of L&T theories. In addition, semi-structured individual interviews and focus group discussions with relevant stakeholder groups (e.g., leadership, teachers, students, estate and space staff) were carried out.

The derived principles of L&T spaces (broadly) can be divided into five areas according to their reference to:
(1) Politics and institutional policies (overarching);
(2) University/city relationship;
(3) University campus;
(4) University buildings;
(5) University L&T spaces. Here, only a selection of exemplary aspects of area (6) can be highlighted.

The guiding meta-principle is:
- Get stakeholders to develop a strategy for L&T spaces in your education institution including a coherent mission statement (values, vision, mission) and Masterplan

This strategy should cover the following sub-principles:
- Develop a Learning World University (e.g., user-centred design; mix of different learning areas; flexible digital and physical infrastructure)
- Provide staff development and support system for L&T including training for teachers (and students) to improve usage of the new L&T spaces
- Continuously improve digital and electr(on)ic infrastructure
- Avoid predominance of technological considerations over pedagogical ones
- Implement sustainable L&T spaces (e.g., low-energy buildings; sustainably produced furniture, facilities and materials; green energy production)
- Ensure stakeholder participation
- Ensure enduring financing

Keywords:

Design principles of learning and teaching spaces, Higher education, Learning and teaching theories, Policies of learning and teaching spaces.