Moving from conventional learning to non -conventional learning. The 21st century present different classroom set up to enhance and inspire learning spaces. We recommend incorporating new ideas into the classroom to create a well designed learning space that inspires comfortable learning options with an array of collaboration of zones, colourful and motivational areas, and flexible furniture to accommodate different learning styles.


20th Century learning

  • Learners work in isolation
  • Little to no student freedom
  • Textbook- driven learning style
  • Passive learning
  • With the teacher centre of attention and the main provider of information

21st Century learning

  • Learners work collaboratively with classmates and other around the world through technology
  • Great deal of student freedom
  • Research- driven leaning style
  • Active learning
  • Teacher is facilitator with the focus on students




Flexibility: The ability to combine two classes into one for team-teaching, split a class into small groups and spread them over a wider area or combine different classes studying complementary learning areas.

Modern learning environments support strength-based teaching and can offer students and teachers flexibility, openness and access to resources. Providing teachers with an open, flexible learning environment can lead to the development of a robust, continuously improving community of practice.

Openness: Modern learning environments traditionally have fewer walls, more glass and often use the idea of a learning common (or hub) which is a central teaching and learning space that can be shared by several classes. They provide opportunities to observe and learn from the teaching of others and be observed in return.

Access to resources (including technology): Typically learning common is surrounded by breakout spaces allowing a range of different activities, such as reading, group work, project space, wet areas, reflection, and presenting. There is often a mixture of wireless and wired technology offering access as and when students need it, within the flow of their learning. Working in an open, flexible learning environment where inquiries are shared, interventions devised collaboratively and reflections based on both self and peer observations, leads to a more robust, continuously improving community of practice.