Abstract:

Innovative educational programmes are emerging as a response to the changing needs of learners and the demands of the contemporary world. Constituting a supplement to the formal curriculum, these programmes often incorporate elements of non-formal education, aiming to provide a holistic and dynamic educational experience, making education more engaging and relevant to students. By integrating elements of non-formal education, they can address individual preferences, promote critical thinking and foster creativity. Sustainability awareness and actions, technological expertise, social and emotional competences as well as physical activity are the focus of such programmes.
Recognizing the importance of a well-rounded education, these programmes aim to provide a balanced educational experience that extends beyond the classroom. Schools are combining the structured curriculum-based learning that takes place mostly in the classrooms with activities and programmes that take place outside of this traditional setting (workshops, projects, vocational training). Their challenge is to develop innovative approaches while adapting to the evolving needs of learners, the communities, and global challenges.
The relationship between these innovative educational programmes and the physical spaces in which they operate is crucial in creating a comprehensive and effective educational ecosystem. The impact of these innovative educational approaches extends beyond pedagogical issues, requiring physical spaces conducive to collaborative and experiential learning. Classrooms are being redesigned to accommodate flexible arrangements, interactive technologies and open environments. School spaces and grounds are being modified to support pedagogical activities and transdisciplinary projects developed in different modes of students/teacher’s arrangements. Some of these changes are encompassed by a broad rethought of the facilities, accompanied by architects and other professionals, developing collaborative processes, while others are self-implemented by the school community.
The research project ROLE (RE_DESIGN of the Learning Environment: What is Changing?) is currently being developed within the thematic line "Knowledge Environments" at CITUA. Its primary objective is to contribute to the (re)design of innovative, effective, and meaningful educational environments, which are deeply rooted in sustainable values encompassing social, environmental, economic, and cultural aspects. The project involves mapping new educational offerings in Portuguese schools, characterizing their educational features, target audience, and understanding their alignment with the needs of communities and territories. We are evaluating their spatial and infrastructural requirements as well as assessing their impact on the built environment.
This article will provide an overview of the key findings derived from extensive research conducted in multiple schools, involving a series of in-depth open interviews with a significant number of stakeholders. These include project leaders, teachers, school directors, students, policy makers, municipalities staff, and various others who play a vital role in the educational ecosystem. From the direct observation and auscultation of the schools in use and the reflections and debate with the stakeholders, ROLE intents to contribute to the (re)design of inclusive and meaningful educational environments.

Keywords:

Learning, Environments, Innovative, Formal, Informal, Re(design).