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<p>Open and flexible school design, commonly labelled ‘innovative’, has gained popularity in the opening decades of this century, partly due to beliefs such physical spatial arrangements can help engender ‘twenty-first century skills’ such as critical thinking and deep learning. While the basis of such a link has often not been well articulated, established learning approach theory and research provide a rationale for why innovative learning space can create a context more conducive to deep learning. This study investigated the possible existence of such a relationship by examining learning approaches adopted by students across 23 secondary schools in Australia and New Zealand comprised of either predominantly innovative or traditional designs. Contemporary innovative school designs were associated with greater adoption of deep learning. Teachers working in schools where innovative design predominates reported greater adoption of dispositions and practices correlated with higher student achievement and deeper learning approaches. The paper concludes with discussion of implications for future learning environment research.</p>

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Deeper learning by design: secondary pupils’ study approaches across innovative and traditional learning spaces

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年7月28日

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  • Dan Murphy,
  • Wesley Imms,
  • Marian Mahat

摘要

Open and flexible school design, commonly labelled ‘innovative’, has gained popularity in the opening decades of this century, partly due to beliefs such physical spatial arrangements can help engender ‘twenty-first century skills’ such as critical thinking and deep learning. While the basis of such a link has often not been well articulated, established learning approach theory and research provide a rationale for why innovative learning space can create a context more conducive to deep learning. This study investigated the possible existence of such a relationship by examining learning approaches adopted by students across 23 secondary schools in Australia and New Zealand comprised of either predominantly innovative or traditional designs. Contemporary innovative school designs were associated with greater adoption of deep learning. Teachers working in schools where innovative design predominates reported greater adoption of dispositions and practices correlated with higher student achievement and deeper learning approaches. The paper concludes with discussion of implications for future learning environment research.