Newsletter August 2025: Use the Room! – How the Physical Learning Space Can Support Your Teaching

The physical space is more than just a backdrop – it’s a resource that can support learning, engagement, and collaboration. This newsletter offers inspiration and practical tips on how to use the room actively and develop your didactic spatial competence.

Why Think About the Physical Learning Space?

Research shows that the physical environment can influence students’ motivation, engagement, and learning outcomes. While there is empirical evidence of a direct and positive effect, most studies suggest that the space works through the pedagogy applied within it – which in turn affects learning.

The room itself doesn’t improve learning outcomes, but it can support pedagogical approaches that promote active learning, thereby influencing the outcome. Learning is the result of a complex interplay between individuals, their surroundings, interactions, and the learning process itself (Leijon et al., 2022).

This means the teacher plays a crucial role. A room can encourage activity, collaboration, and reflection – but only if the teacher takes the lead and includes the space as part of the teaching design. In other words, this requires didactic spatial competence.

What Is Didactic Spatial Competence?

We all have spatial competence – the ability to read maps, solve puzzles, or visualize abstract concepts. In teaching, it refers to the teacher’s ability to consciously and actively use the physical learning space to support pedagogical intentions.

All teaching spaces carry an embedded pedagogy – known as built pedagogy – which shapes how teaching and learning unfold. For example, rows of desks facing a podium suggest a traditional, lecture-based format, while clusters of tables with movable chairs invite collaboration and interaction.

To use the physical space pedagogically, teachers must be able to interpret these signals and adjust the layout to support learning activities.
Didactic spatial competence involves not only reading and adapting the room’s built pedagogy but also integrating this awareness into the overall teaching design. It means asking questions like (Leijon, Malvebo & Tieva, 2021):

• What is the purpose of the teaching – and how does it relate to the space?
• How will the teaching take place – and how does the space support it?
• What did you learn about the teaching – and about the space?

Translated into practical tips for you who wish to experiment with the physical learning space in your teaching and develop your didactic spatial competence:

Clarify your teaching goals

Start with the learning objectives: What should students learn, and how? Will they be discussing, collaborating, presenting, or reflecting? Consider what behaviors the teaching requires – and how the space can support them. Should the teacher be able to move freely? Should students be able to see each other? Should there be room for group work? 

Arrange the space to support your goals

The placement of tables and chairs sends signals about how teaching is expected to unfold. Try different setups: semicircle groups, debate formats, stations, or shared workspaces. Remember, flexibility in the room requires flexibility in your teaching role – and vice versa.

Some rooms have limitations – but often more possibilities than expected. Check room layouts, ask colleagues, or involve students in the setup. You can also use hallways, whiteboard film, or move parts of the teaching outdoors. Use the academic quarter to rearrange furniture or let the students help – this not only eases the teacher’s workload but also fosters student ownership and understanding of the teaching purpose.

Evaluate the situation

This newsletter encourages you to use the physical learning space as an active partner in your teaching. Just like instructions and academic preparation, physical space can guide students toward the intended learning goals. It can act as a pedagogical tool that highlights and supports the teaching methods you’ve planned – and help you step into the teaching role you aim to embody.

Want to learn more?

Explore the Journal of Learning Spaces or visit the network Rum för lärande.

References

Leijon, M., Malvebo, E., & Tieva, Å. (2021). It is time for DiSCo – A theoretical model for didactic spatial competence. Journal of Learning Spaces, 10(3), 72–77.

Leijon, M., Nordmo, I., Tieva, Å., & Troelsen, R. (2022). Formal learning spaces in higher education – A systematic review. Teaching in Higher Education, 1–22.