Ownership and agency through learner-led design of shared learning spaces: a multi-case study approach

ABSTRACT Studies have shown that the way in which learning spaces are designed has a direct impact on the nature and quality of the learning and teaching that takes place within them. However, considerations of space remain largely absent from educational policy and practice in the UK and internationally. Furthermore, there are few opportunities for learners themselves to influence the design of these spaces. This article draws on two case studies where 73 learners aged 9–22 used a Learning Space Design Toolkit to design their own educational spaces. Considering learning space design through an ecological lens, the cases reveal that taking the lead in the design process allows learners to develop a sense of ownership of their learning and provides opportunities to articulate their perceptions of how space impacts on wellbeing. The authors contend that greater consideration of ‘spatial literacies’ in teacher education programmes is crucial for supporting futures-thinking learning and teaching.