This study examined classroom planning in Vienna's “Education Campuses” (ECs) from the perspectives of spatial configuration and children's learning, with comparative insights from Japanese schools. While previous research has analyzed Scandinavian and Dutch models, Austrian practices remain underexplored, particularly in relation to East Asian contexts. Two case studies, EC Sonnwendviertel and EC Attemsgasse, were investigated through field observations, spatial analysis, and behavior mapping of children's learning. The analysis focused on how per-child empty areas, flexible sub-areas (such as raised floors and circular rugs), and furniture arrangements shaped individual and group learning practices. The findings revealed that EC classrooms provided larger per-child empty areas and integrated flexible spatial elements, enabling diverse formats such as floor-based work and assembly learning. In contrast, Japanese classrooms lacked sufficient flexible space, limiting opportunities for collective and proactive learning. This study highlighted how architectural design directly supports pedagogical goals and argued that school planning in Japan and Europe could benefit from providing more empty areas and integrating fixed and flexible spatial elements to accommodate varied and proactive learning activities.
Terui et al. (Fri,) studied this question.