Abstract
In Japanese language education, the term "learning environment" is used in various contexts. This paper investigates the term "learning environment" in previous studies and notes that traditional learning environments have been characterized as "morphological characteristics learning environments" focusing on static learners. However, since learning environments involve a dynamic, reciprocal relationship where learners and their surroundings interact and evolve, the paper advocates for a re-conceptualization of "experiential-ecological learning environments" that captures this dynamic nature. Furthermore, to enrich the experiential-ecological learning environment for learners, the presence of learning environment engineers and the meaningful valuing of environmental enrichments is essential. Lastly, the paper emphasizes that by combining various individual learning experiences, it is possible to create a sustainable and richer learning environment.
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