E4 Where Space Meets Pedagogy in Flexible Learning Spaces Introduction The physical design of learning environments is recognized as an influential factor in teaching and learning, as research has found that spatial characteristics can shape instructional processes and contribute to pedagogical change (Correia & Cavadas, 2024). Accordingly, Flexible Learning Spaces (FLS) were developed to shape teaching and learning processes and to support pedagogical change (Obonyo & Thomas, 2025). These spaces aim to support the development of a broad range of skills including critical thinking, problem-solving, decision-making, communication, collaboration, logical reasoning, and creativity (Saur & Ulleberg, 2025). They are also designed to accommodate diverse teaching approaches and varied needs of students (Page et al., 2024). FLS vary widely in their physical layouts and architectural configurations, enabling diverse teaching and learning approaches. They are typically characterized by adaptable structures for different activities and group sizes, large open areas that allow simultaneous work by multiple teachers and learner groups, and movable or transparent partitions connecting adjacent zones. Furniture typically provides varied seating and multiple learning focal points through boards, screens, projectors, and collaborative tables (Connor et al., 2023; Halidane et al., 2024). Many FLS also incorporate diverse technological resources, including interactive touchscreens, large displays, augmented-reality objects, virtual-reality headsets, and immersive projection systems (Hu et al., 2025). This study examines the types and levels of technology integration, and the levels of collaboration between teachers and learners within FLS, as conceptualized through the frameworks of the e-CSAMR, and Mindtools, which are described later in the paper. Literature Review Previous studies have found that FLS can promote collaborative learning processes (Halidane et al., 2024). The flexibility of the furniture and the availability of multiple learning zones enable easy reorganization of the classroom and convenient group division, thereby encouraging teachers to integrate collaborative activities (Sánchez-López et al., 2025). In addition, open, spacious layouts and round or large tables facilitate joint task completion and group discussions by allowing learners to move freely and work together comfortably (Aga, 2024). Furthermore, designated small-group areas enable focused work without distractions, while meeting rooms and presentation spaces enhance communication and cooperation among learners (Saur & Ulleberg, 2025; Yesil & Aras, 2024). Finally, informal seating options-such as sofas, beanbags, and collaborative tables-further promote spontaneous learner collaboration (Jalal, 2024). Moreover, existing research further demonstrates that FLS support teacher collaboration. Such collaboration includes joint lesson planning, co-teaching, and shared support for students during lessons taught to one or several classes (Alakoski et al., 2025). Specifically, when multiple classes work simultaneously in the same space with several teachers present, collaborative practices are reinforced (Fletcher et al., 2023). Additionally, the open, spacious layout facilitates flexible grouping of students, allowing each teacher to assist a specific group without distractions (Colton et al., 2024). This collaboration helps address diverse learner needs and enables teachers to learn innovative instructional approaches from one another, inspiring the adoption of new pedagogical practices (Alakoski et al., 2024; Liu & Sun, 2025). Furthermore, technology-rich FLS help teachers become familiar with digital tools, strengthen their techno-pedagogical skills, and design creative lessons. The diversity of tools supports varied instructional programs, encourages adjustments in teaching approaches, and improves instructional efficiency (Hu et al., 2025). This shift moves teaching from traditional instruction to active, technology-enhanced learning and reinforces learner-centered pedagogy that develops twenty-firstcentury skills (Correia & Cavadas, 2024; Sitthiworachart et al., 2022).
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