Reframing Sustainable Informal Learning Environments: Integrating Multi-Domain Environmental Elements, Spatial Usage Patterns, and Student Experience
Sustainable informal learning environments are increasingly recognized as critical components of educational architecture, yet their environmental and behavioral dynamics remain underexplored. Informal learning spaces (ILS) support flexible, student-driven learning beyond formal classrooms. While pr...
Saved in:
| Main Authors: | , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-06-01
|
| Series: | Buildings |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2075-5309/15/13/2203 |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Summary: | Sustainable informal learning environments are increasingly recognized as critical components of educational architecture, yet their environmental and behavioral dynamics remain underexplored. Informal learning spaces (ILS) support flexible, student-driven learning beyond formal classrooms. While prior research often isolates individual environmental factors, integrated multi-domain interactions and reciprocal occupant–space dynamics receive less attention. This study adopts a dual-perspective analytical framework, combining spatial analysis and student surveys (<i>n</i> = 1048) across 130 ILS in five academic buildings in China. The findings highlight several environmental dimensions influencing student experience. One extracted factor combines acoustic and thermal comfort with learning atmosphere—domains seldom grouped together—indicating their collective relevance to student experience. Additionally, spatial openness and natural connectivity further enhance student experience. Importantly, the results show that frequently used spaces receive lower physical quality ratings, group collaboration areas outperform individual study zones, and spontaneously formed spaces—informally appropriated, unplanned areas such as corridors or leftover corners—score lowest. These patterns may reflect mismatches between spatial supply and use intensity, institutional investment priorities, and differing levels of student autonomy and environmental control. This research extends conventional post-occupancy evaluations by introducing a comprehensive dual-perspective framework that links spatial characteristics with user-driven dynamics, and by identifying the combined effects of multi-domain physical environmental and supportive elements on student experience. The insights offer empirical grounding and actionable strategies for campus planners and architects, including prioritizing sensory comfort, enhancing spatial diversity, and supporting student-led adaptations to promote sustainable learning environments. |
|---|---|
| ISSN: | 2075-5309 |