This multi-method study investigates how the recent changes in pedagogy and learning spaces are being enacted in everyday classroom interaction and aims to find out what contributes to purposeful alignment between space, pedagogy and participants' characteristics and needs. Schools featuring open and flexible learning spaces, co-teaching and emphasis on learning of generic skills and self-regulated learning, form the backdrop for the study. The data consist of video recordings of authentic classroom interactions, a three-year pre and post follow-up study of school design transformation, and family and student surveys on factors related to benefiting from re-organized spaces. Findings of the qualitative and quantitative analyses can be applied globally to inform curriculum strategies, design, supporting of teachers' professional agency and preparedness to changes and promoting students' equal rights to engagement matching their needs with respect to self-regulation and learning support.

2023

2027