Informal learning spaces and student experience: a mixed-methods case study at an Austrian university

Introduction Informal learning spaces (ILS) have become increasingly significant in higher education as learning has extended beyond formal classrooms and into flexible, hybrid, and student-directed environments. While previous research has highlighted the pedagogical and social value of ILS, less is known about their availability, accessibility, and inclusivity—particularly for non-traditional student populations. This mixed-methods case study investigates how students and lecturers at an Austrian university of continuing education access and use ILS, and examines how these spaces relate to students' sense of belonging, interpersonal relationships, well-being, and campus satisfaction. Methods Quantitative data were collected from 115 students through an online survey, complemented by focus group interviews with seven students and eight lecturers. Measures included availability and accessibility of ILS for focused and collaborative learning activities, sense of belonging (affective commitment), interpersonal relationships (peer-group interaction), subjective well-being (WHO-5), and campus satisfaction. Descriptive and correlational analyses were conducted, and qualitative data were analyzed using thematic analysis. Results Findings show that students predominantly engage in focused and collaborative learning in their homes and workplaces, with on-campus ILS used less frequently due to limited availability, restricted opening hours, and a lack of awareness and information about existing ILS. Quantitative results demonstrate that both availability and accessibility of ILS are significantly associated with students' sense of belonging, interpersonal relationships, and campus satisfaction, but not with well-being. Moreover, collaborative ILS show stronger associations with positive student outcomes than focused spaces. Qualitative insights reveal structural barriers, including insufficient space, inadequate digital infrastructure, and unclear access regulations, that hinder effective use of ILS. Students and lecturers also noted a lack of institutional strategies to address inequalities in access to ILS. Discussion This study contributes new evidence on the role of ILS in supporting social integration and belonging in higher and continuing education contexts. Recommendations include improving communication, expanding accessible and well-equipped ILS, and developing strategies to foster more inclusive and enabling learning environments.