Pedarchitecture: Which learning environments for the personalisation of teaching and learning? An educational architecture for the schools of the future

This research investigates the possibility of overcoming traditional learning environment rigidity. It aims to answer how teachers have adapted their teaching to changing learning environments, what impact new educational spaces have on teachers and students, how to organize students with different criteria, and how learning environments can be redesigned in old schools with limited investments. The research studied three schools: in Denmark, the Hellerup Folkeskole in Gentofte and the Ørestad Gymnasium in Copenhagen; in Italy, the Enrico Fermi High School in Mantua. New Learning Environments enhance collaboration and stimulate the exchange of new teaching methods, enabling learning personalisation; in addition to Team Teaching, a “Bridge-Culture” concept was developed, offering a wider vision including structural and organizational details. Consequently, students improved learning skills, felt more responsibility and studied in different ways. In these “architecture feeds pedagogy” schools, some key concepts guide new learning environments design: readability, “semantic- topical”, flexibility, invisible pedagogy, and affordance.