Guillermo Bautista: “Space Educates”

https://www.youtube.com/watch?v=vGmaYl_ehuo

What if the classroom were no longer just a place, but became a true driver of learning? For Dr. Guillermo Bautista, the space is not merely a setting, but a key player in the educational experience.

That is why this professor at the Open University of Catalonia and researcher with the Smart Classroom Project is calling for a rethinking of school architecture and design, so that these environments promote the well-being and motivation of everyone involved.

With a vision that combines innovation and practicality, their approach challenges established norms and invites us to imagine environments that truly transform the educational experience.

• Over time, very little has changed in the way classrooms are set up. What do you think about that?

  I do what I do precisely for that reason. Because we’ve made progress in methodologies, pedagogical approaches, and models that make extensive use of technology for teaching and learning, but we still have the same educational spaces.
  
  In fact, as an anecdote, if you ask artificial intelligence to create a smart classroom for you, it creates a classroom with a very traditional layout. Very modern, with lots of technology, but always oriented toward the same spot, where the teacher is supposedly located.
  
  The Smart Classroom Project was born with the goal of drawing attention to something so important. Some refer to the space as the third teacher, since it is a resource that shapes learning dynamics. But for us, the learning experience is also very important. Having a space in the school that is characterized by comfort, well-being, comfortable interaction, dialogue, and a space that emotionally supports those involved.

• How do physical spaces influence teaching and learning processes?

  The design of a space has a significant impact on learning processes. Specific factors—such as shapes, lighting, and acoustics—influence the cognitive processes involved in learning.
  
  They even influence the teaching methods we use. Studies show that simply modifying the space in certain ways can already change the methodology.
  
  But returning to the concept of the learning experience, we need to focus on feeling better while we learn, on feeling more comfortable doing different activities, on moving around while we learn, and on being more independent. Because, ultimately, it’s a matter of improving the experience first.

• What design elements should be incorporated to enhance learning?

  We could break away significantly from traditional or standard school architecture. When we really think about what the ideal school building looks like, it’s true that there are certain common elements. Obviously, the size of the classrooms is important. Having outdoor spaces we can use—such as adequate and diverse play areas—and spaces for community interaction —for example, open courtyards—are also essential.
  
  Even in some projects we’ve undertaken involving very traditional architectural layouts (classroom after classroom, with a central hallway), breaking up a unit and converting it into an open courtyard that serves the surrounding classrooms is very interesting. Because when we have small classrooms, being able to reduce student density by having them work independently outside is very beneficial, considering the spaces we have and how we could slightly modify them to improve the overall environment of the entire school.
  
  If we look inside the classrooms, we need to seek harmony in the design, use subdued colors, pay attention to the materials, and consider the flexibility offered by the furniture, to create spaces that allow us to carry out all kinds of activities. In fact, in the schools we have, there are many elements we can focus on and improve.

• What should the ideal learning environment look like?

  It depends on the context and the goals of the school’s educational project, but to achieve the best design, co-design processes involving the entire community are essential.
  
  The best design for the school should stem from this co-design process with the community that will use the facility and, of course, give a prominent role to the teachers, who are the experts on what should happen in that space.

• Are there specific requirements for different educational levels?

  Generally speaking, I would say no. Obviously, a preschool student is not the same as an elementary school student, but the principles we follow for co-design must be considered at all educational levels.
  
  It could be very interesting for higher education levels to focus on how learning occurs in younger children, because we tend to move toward a more traditional approach as students get older.
  
  In fact, we make some inconsistencies, such as the very abrupt transition from early childhood education to elementary school, when only a single school break has passed in between and children’s brains haven’t changed enough to make such a marked shift from a more friendly and child-centered environment to a more serious and traditional one.
  
  And while people learn differently at each age, there are characteristics of our learning—such as the motivation to learn—that exist in both young children and older adults. Therefore, the environment must be designed to foster that motivation and well-being, regardless of age.

• Where should I start?

  The first fundamental change is to raise teachers’ awareness that the physical space itself plays an educational role and is a key factor in improving well-being and the learning experience.
  
  And very basic things, such as avoiding visual clutter on the walls or taking inventory of items that are no longer useful. Paying attention and asking, “Do I feel comfortable in this space, or could I make any improvements that wouldn’t involve any financial cost?” Another option is to include natural elements like plants, which could even serve as an educational tool and foster a sense of responsibility among students.
  
  Then, start experimenting with the idea that there doesn’t have to be a single, fixed spot for each student. Instead of having a specific chair or desk for every student, create different workstations and allow children to move around while learning. At the same time, consider whether there needs to be a specific seat or desk for the teacher, or if the teacher could occupy different spots during the learning process.
  
  These are simple things we can begin to experiment with, which require a cultural shift, raising awareness, and accepting that the educational space can be different from what we know.

• Are stakeholders in education aware of the importance of space?

  I’m afraid not. Only a very small percentage of people pay attention to this issue or have ever considered that their learning environments and schools could be very different from what they are now. And that’s where there’s a lot of important work to be done in terms of raising awareness.