Design guidelines for formal learning spaces: A narrative review

Abstract

This review focused on learning space design guidelines and users’ well-being. Design guidelines can provide valuable assistance and direction to both designers and users in creating and using effective spaces. Nevertheless, learning spaces frequently overlook real user needs, which results in conflicts and contradictions between the space provided and users’ requirements. Furthermore, given the evolution of learning content and 21st century experiences and technological integration in learning environments, specific learning space guideline aspects might unintentionally limit learning. The narrative literature review method was used to identify existing issues in current design space guidelines. Areas for improvement and suggestions were presented to improve guideline alignment with users’ needs, which would ultimately enhance their well-being and learning outcomes.