Classroom and School Learning Environments

Dear Colleagues,

Learning environments research encompasses the study of the social, physical, psychological, and pedagogical contexts in which learning occurs and affects student achievement and attitudes. This field of educational research builds our understanding of pre-primary, primary, high school, college and university, and lifelong learning environments irrespective of subject area. To date, academic studies in the domain of learning environment research has generally focused on theoretical reflections, quantitative and qualitative research, critical and integrative literature reviews and meta-analyses, methodological issues and the development and validation of assessment instruments studying psychosocial behaviors in educational settings.

Recent global changes warrant educational leaders to reconsider the scope of areas of study. In the current COVID 19 situation, learning environments are transformed through the design and delivery of education, innovative thinking, and the use of transformative technologies. Richly interactive personalised learning experiences for students are producing pedagogical shifts through embracing teaching practices that promote knowledge construction. The transformational challenge is to optimise a student-centred approach to learning through the use of technology enhanced teaching practices giving rise to innovative learning environments, creating an area of need where the extent to which innovative learning environments contribute to changes in behaviour and pedagogical practices can be studied.

The next and most ignored area of study in the area of learning environments is the shift to the creation of new learning spaces. Although there may not be a link between learning spaces and innovation, the pedagogical use of new learning spaces is changing the everyday practices of leaders, teachers and students in ways in which engagement with learning is the focus. Physical and spatial designs can function as a provocation for imagining the possibilities of innovative learning and collaboration. Both redesigned and purpose-built learning spaces provide the capacity to extend and enhance pedagogical repertoires. There is perceived value for stakeholders in educational settings, in terms of extent of the utilization of purpose-built structures and how effectively these new structures are used. The need for professional learning for the use of these new spaces requires establishing.  Preparedness for the transition to new learning spaces or other innovative learning environments at institutional and individual levels needs due consideration in research.

Dr. Rekha Koul
Dr. Gurpinder Singh Lalli
Guest Editors

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• Classroom learning environments
• Technology and learning environments
• Learning spaces
• Teacher and student emotions