This paper reports on a case study exploring the co-creation of learning environments inspired by the International Baccalaureate Primary Years Programme (IB PYP) and grounded in Reggio Emilia–influenced design principles. Using a participatory design methodology, the study engaged university students and educators in redesigning a prototype learning space for IB Educator Certificate (IBEC) courses. Guided by Murdoch’s inquiry cycle (2022), the process emphasized collaborative research, school visits, and hands-on construction to connect theoretical frameworks of the “environment as a third teacher” (Strong-Wilson & Ellis, 2007) with practical classroom design. Findings are organized into five interconnected themes: (1) agency and ownership in participatory design, (2) the integration of aesthetics, purpose, and function, (3) inclusive and flexible spaces that foster collaboration and personalized learning, (4) the impact of physical and social environments on wellbeing and engagement, and (5) iterative reflection as a tool for meaningful improvement. The study concludes that when teachers and students co-design learning spaces together, it strengthens their sense of agency, ownership of their own learning, and reflective engagement with the learning process. Moreover, the action component — launching classes in the redesigned environment — highlights how participatory design can bridge theory and practice, resulting in spaces that not only support but also shape learning, inquiry, and community building.
VATN et al. (Fri,) studied this question.