E10 Where Space Meets Pedagogy in Flexible Learning Spaces supported this mode of integration, enabling students to use digital tools for inquiry, creation, and expression rather than for content consumption alone. This is consistent with studies demonstrating that technology-rich FLS promote learner-centered engagement, critical thinking, and creative thinking processes (Correia & Cavadas, 2024; Yesil & Aras, 2024). Collaboration Between Educators and among Learners The findings revealed that the unique characteristics of the FLS environment enabled and encouraged collaborative interaction among teachers. The open, spacious layout allowed teachers to communicate easily, consult one another, and share professional insights in real time. In addition, the multiple learning zones-such as quiet rooms and soft-seating areas-supported flexible grouping and enabled simultaneous instruction for different student groups within the same area. Moreover, moving classes into the larger open space for independent work allowed teachers to support several groups at once, providing more immediate and individualized assistance. Taken together, these findings align with previous research showing that expansive, flexible environments with multiple learning zones enhance teacher collaboration and enable more responsive support for diverse learner needs (Alakoski et al., 2024; Fletcher et al., 2023). Learner collaboration also emerged as a prominent feature within the FLS. The space design-with furniture arranged to support group work, including small-group rooms, mobile whiteboards, and large shared tables-encouraged teachers to incorporate collaborative tasks and enabled students to engage in them smoothly. Similarly, round and shared tables supported visual contact and idea exchange, while areas such as classroom stages and amphitheater-style seating created natural settings for peer interaction. Additionally, informal seating options, including beanbags, sofas, and carpets, contributed to a relaxed atmosphere that further supported collaboration. These observations align with research showing that flexible layouts, movable furniture, and dedicated collaborative zones in FLS promote teacher-initiated collaborative learning and facilitate meaningful student participation (Aga, 2024; Halidane et al., 2024; Sánchez-López et al., 2025). Conclusion This study demonstrates that FLS support advanced technology integration and collaborative practices. The availability of technological tools encouraged teachers to experiment with technology, and to design learning activities that incorporated technology in ways that enriched pedagogy and supported active learning. The flexible spatial design further enhanced these processes by enabling high-level integration that shifted instruction toward learner-centered and inquiry-based approaches. In addition, the open areas, multiple learning zones, and collaborative furniture facilitated continuous interaction among teachers, promoting joint lesson planning, co-teaching, and reciprocal professional learning. These spatial features also supported high levels of learner collaboration, as students engaged in shared tasks, exchanged perspectives, and collectively constructed knowledge within flexible, technology-enhanced environments. Overall, these findings highlight the pedagogical value of FLS as environments that enable meaningful, technologyenhanced, and collaborative learning experiences. *Artificial intelligence tool (ChatGPT version 5.2) was used for language editing purposes.
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