Reimagining Education Spaces:

Abstract

This thesis focuses on how classroom design influences the implementation of active learning in girls' secondary schools in Riyadh, Saudi Arabia. To address the gap identified in the literature, it seeks to evaluate how the learning environment in these schools can support the effective implementation of active learning by examining classroom design, exploring spatial challenges, and investigating the needs and preferences of teachers and students through a user-centric and participatory design approach, as well as analysing the role of architects and classroom users in creating effective learning environments. It also examines the extent to which the design of these environments is consistent with Saudi Arabia’s Vision 2030. Although the Ministry of Education has prioritised digital and pedagogical transformation and reform in the curriculum, the physical learning environment has not been sufficiently modernised to align with these goals. This thesis employs Henri Lefebvre’s spatial triangle to examine the relationship between perceived, imagined and lived spaces in the classroom, with active learning as the primary focus. The research uses a single-case approach to investigate a classroom with a design pattern replicated in all Saudi schools, making the findings relevant to many other school buildings. The study contributes to knowledge by demonstrating the application of a participatory design approach in the Saudi educational context and by generating transferable insights from an in-depth case study of a commonly replicated classroom design. Data collection methods include ethnographic observations of the classroom supported by classroom surveys. They also involve participatory design workshops (both evaluative and generative) and interviews with Ministry of Education architects. The findings reveal that the traditional design of these classrooms is inadequate for supporting active learning. Therefore, evidence-based recommendations have been made to develop learning environments that align with the goals of active learning and the broader objectives of Vision 2030, which focus on empowering women and girls and promoting innovative, stimulating education. Accordingly, the research recommends incorporating participatory design into the architectural and interior design of schools to create inclusive and vibrant learning environments that enhance learning experiences and outcomes.