Seeing innovative learning environments through new lenses: Analysing the nexus between pedagogies, learning and space

Abstract Despite increased recognition of the importance of spatial design for pedagogy and learning, there is still a need for understanding relations between space, pedagogy and learning, especially from an ecological perspective. Not only are multiple elements at stake, but current perspectives also overlook perspectives that fall outside the predominant views of the Global North. This article seeks to contribute to this research gap by exploring innovations in spatial design through relations between pedagogy and the physical space in two case studies of schools in Chile. Drawing on teachers' interviews, observations and photo‐documentation, the article discusses relations between space layout and design, and activity‐in‐space, with a focus on teaching and learning. As the cases illustrate, pedagogical practices and changes in learning spaces facilitate connections to others, to community and to wider cultural elements; attention to the design of spaces and its materialities contributes to well‐being and affect. Altogether, the cases reveal complex connections between pedagogy, space, materials, emotions and learning, and bring an enriched picture to what can be seen as innovative learning environments. Context and implications Rationale for this study: Global educational trends have been debating the benefits and challenges associated with innovative learning environments. Centred around the understanding of relations between spatial design, pedagogies and learning, these discussions often overlook innovative learning environments of the Global South. This article brings a new perspective to what innovative learning environments may entail, exploring relations between pedagogy, space, materials, emotions and learning, at rural and urban schools in Chile. Why the new findings matter: The case studies examine how pedagogical practices and changes in learning spaces facilitate connections to others, to local community and to wider cultural elements, and how attention to the design of spaces and its materialities contributes to well‐being and affect. Findings reveal that innovation is linked to architecture and flexibility in spatial use, as well as to leadership, aesthetic renewal, repair and care, and working with community. Implications for policymakers, researchers and education leaders: The article offers broader conceptions for what innovation means, with implications for policymakers, researchers and educational leaders. This includes the need to understand resourcefulness under constraint, find ways to promote intercultural spatial design, embrace community reciprocity and see local territory as a learning space.