Openness – flexibility – transition. Nordic prospects for changes in the school learning environment
Amid increasing global and national interest in the built educational environment, this editorial considers developments within the Nordic countries that are investigated and discussed within the articles in this special issue. We discuss commonalities and divergences in the experiences of transitio...
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2021-07-01
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Online Access: | http://dx.doi.org/10.1080/20004508.2021.1957331 |
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doaj-fd9f5e1e3e524314af1a7791921ddda32021-08-24T14:41:00ZengTaylor & Francis GroupEducation Inquiry2000-45082021-07-0112330131010.1080/20004508.2021.19573311957331Openness – flexibility – transition. Nordic prospects for changes in the school learning environmentPamela Woolner0Ulrike Stadler-Altmann1Newcastle UniversityFreie Universität Bozen – Libera Università Di BolzanoAmid increasing global and national interest in the built educational environment, this editorial considers developments within the Nordic countries that are investigated and discussed within the articles in this special issue. We discuss commonalities and divergences in the experiences of transition and change in the schools, located in a range of times and places. We observe Nordic openness being reflected in the interest of policy-makers and architects in schools with open designs, but also note the very real challenges for school leaders, teachers and students of transitioning from traditional enclosed classrooms and teacher-centred learning to student-centred approaches in a versatile space. Yet the articles of this special issue also make clear the educational and societal reasons and values behind attempts at this transition, and we conclude our editorial by proposing some ways to address the challenges we have identified.http://dx.doi.org/10.1080/20004508.2021.1957331school designschool spaceparticipatory designinnovative learning environmentspolicypractice |
collection |
DOAJ |
language |
English |
format |
Article |
sources |
DOAJ |
author |
Pamela Woolner Ulrike Stadler-Altmann |
spellingShingle |
Pamela Woolner Ulrike Stadler-Altmann Openness – flexibility – transition. Nordic prospects for changes in the school learning environment Education Inquiry school design school space participatory design innovative learning environments policy practice |
author_facet |
Pamela Woolner Ulrike Stadler-Altmann |
author_sort |
Pamela Woolner |
title |
Openness – flexibility – transition. Nordic prospects for changes in the school learning environment |
title_short |
Openness – flexibility – transition. Nordic prospects for changes in the school learning environment |
title_full |
Openness – flexibility – transition. Nordic prospects for changes in the school learning environment |
title_fullStr |
Openness – flexibility – transition. Nordic prospects for changes in the school learning environment |
title_full_unstemmed |
Openness – flexibility – transition. Nordic prospects for changes in the school learning environment |
title_sort |
openness – flexibility – transition. nordic prospects for changes in the school learning environment |
publisher |
Taylor & Francis Group |
series |
Education Inquiry |
issn |
2000-4508 |
publishDate |
2021-07-01 |
description |
Amid increasing global and national interest in the built educational environment, this editorial considers developments within the Nordic countries that are investigated and discussed within the articles in this special issue. We discuss commonalities and divergences in the experiences of transition and change in the schools, located in a range of times and places. We observe Nordic openness being reflected in the interest of policy-makers and architects in schools with open designs, but also note the very real challenges for school leaders, teachers and students of transitioning from traditional enclosed classrooms and teacher-centred learning to student-centred approaches in a versatile space. Yet the articles of this special issue also make clear the educational and societal reasons and values behind attempts at this transition, and we conclude our editorial by proposing some ways to address the challenges we have identified. |
topic |
school design school space participatory design innovative learning environments policy practice |
url |
http://dx.doi.org/10.1080/20004508.2021.1957331 |
work_keys_str_mv |
AT pamelawoolner opennessflexibilitytransitionnordicprospectsforchangesintheschoollearningenvironment AT ulrikestadleraltmann opennessflexibilitytransitionnordicprospectsforchangesintheschoollearningenvironment |
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