A ten-year review of primary school flexible learning environments: interior design and IEQ performance

Diksha Vijapur*, Christhina Candido, Özgür Göçer, Shirley Wyver

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

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Abstract

Flexible Learning Environments (FLEs) arose as enablers for implementation of student-centric pedagogical approaches. Interior design is the key to the success of FLEs, providing the physical infrastructure needed for students to engage on several learning activities, from individual to group work, which take place in a variety of zones ranging from low to high energy. Therefore, a harmonious synergy between the interior design and subsequent Indoor Environmental Quality (IEQ) performance of FLEs’ physical configuration and learning activities is needed. The objective of this paper is to systematically review (in accordance with the PRISMA method) existing literature related to FLEs within primary school settings, typically catering to children aged 5–12 years old, to understand the body of work investigating the design and performance of FLEs over the last decade (2010–2020). Key findings suggest that the proximity and acoustic and visual permeability of zones found in FLEs may give rise to inadequate IEQ conditions delivered to students. In addition, it could be inferred from the results of the literature review that interior design and IEQ have not been sufficiently investigated in an integrated manner.

Original languageEnglish
Article number183
Number of pages15
JournalBuildings
Volume11
Issue number5
DOIs
Publication statusPublished - May 2021

Bibliographical note

Copyright the Author(s) 2021. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • Flexible learning environment(s)
  • primary schools
  • interior design
  • Indoor Environmental Quality
  • PRISMA

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