Keywords: learning environment, Interior space for education, Student Learning, human behaviour, enhance learning.

The term ‘effective learning environment’ is discussed from several perspectives which clearly identify the significant effects that learning environments have on learning.  Two key factors are considered to be important in enhancing the learning outcome; educational structure and practices, and educational environment.

Educators and scientists are mostly concerned with modifying and developing the pedagogic system and curriculum in search of the best appropriate style of learning and teaching efficiency. They recommend creation of a self-organised learning system that leads the learners to drive their education without continual supervision (Robinson, 2006). The alternative view among  educationalists promotes  the development of a structured learning system that stresses  supervision and is fully managed by teachers and educators (Powell, 2012).

On the other hand, designers and architects interact with the “environment”, which refers to everything around us, and within it; each aspect of which has a different effect on human behaviour, productivity and perception. The main purpose of a learning environment is to support and enhance the physiological modes of human understanding, including visual, auditory and kinetic.  The learning environment consists of numerous factors that shape the physical environment which consequently have direct or indirect effects on learning, productivity, behaviour and academic achievement (Kopec, 2006, Allen and Hessick, 2011, Wannarka and Ruhl, 2008) .

The proposed paper analyses the above views and proposes the consideration of learning environments. In addition, it examines some of the important factors that the designers should take into account for providing a learning environment that supports needs for this century. The research methodology is based on social relation methods and mixed approaches such as surveys and case studies within the Kuwaiti public school environment. 

References:

• ALLEN, B. & HESSICK, K. (2011). The classroom environment : the silent curriculum. Bachelor of Science Senior Project, California Polytechnic State University.
• KOPEC, D. (2006). Environmental psychology for design, New York,

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• POWELL, C. (2012). Kids need structure. In, 2012 TEDxMidAtlantic.
• ROBINSON, K. (2006). Do schools kill creativity. In:  Presentation at TED2006 conference, Monterey, CA, 2006.
• WANNARKA, R. & RUHL, K. 2008. Seating Arrangements that Promote Positive Academic and Behavioural Outcomes: A Review of Empirical Research. Support for Learning, 23, 89-93.