Spatial Competency: Expanding Theoretical Frameworks with an Interdisciplinary Perspective on Learning Spaces

With the implementation of innovative learning environments, spatial competency (SC) has become increasingly important, as studies show that teachers need improved skills to exploit the potential of these environments. So far, definitions and frameworks of teachers’ SC for teaching and learning interactions in physical classrooms are developed. This chapter complements these conceptual approaches from an interdisciplinary perspective, as the discourse on learning spaces is based at the interface of pedagogy, educational science and technology, architecture, sociology, and psychology. By means of an analysis of theories of space and contextualised by spatial developments at universities, three research questions are addressed: (RQa) Which actors should develop SC in context of learning spaces? (RQb) Which learning spaces should be focused to develop SC? and (RQc) Which conceptual dimensions of SC should be considered in relation to learning spaces? It has become apparent that various actors should be encouraged to develop SC. Due to possibilities of learning anytime and anywhere, diverse physical places on and off campus as well as for in-person, hybrid, and online settings should also be considered when developing SC. Furthermore, it is shown that a methodological quadrant model could be a structural framework to comprehensively cover the field of SC. Thus, four SC dimensions were identified: (I) places & symbols, (II) mindset & awareness, (III) practices & routines, and (IV) culture & rules. On this basis, a generic SC taxonomy is developed and SC interventions categorised in order to continue the discussion in an interdisciplinary and international community.