Abstract The study examines the relationship between the innovative use of learning environments and student achievement by integrating data from the Trends in Mathematics and Science Study (TIMSS) and the OECD School User Survey (SUS) conducted in Russia. The research utilizes self‐assessment questionnaires completed by students, teachers, and school leaders to analyze how classroom design, spatial flexibility and school climate interact with teaching methods and influence learning outcomes in mathematics and science. In addition, qualitative case evidence illustrates how teachers adapt and reconfigure spaces, demonstrating their agency in shaping learning environments. Findings indicate that (i) the learning environments in terms of physical and non‐physical characteristics explain up to ¾ a year of learning effect in TIMSS 2019, (ii) despite growing interest in flexible and modern classroom designs, traditional classroom setups with fixed seating and teacher‐centred instruction remain dominant in most schools and (iii) the effect of the modern teaching approaches by teachers, who utilize diverse teaching styles and apply spatial layout changes during teaching, reaches up to one and a half years of learning in TIMSS 2019. The actual implementation of flexible layouts and innovative teaching practices is still limited. However, students who experience more innovative teaching methods—such as collaborative group work, project‐based learning, and team teaching—tend to have higher learning gains, and the effect is consistent regardless of socioeconomic backgrounds. The study concludes that modernizing school infrastructure and supporting teachers in using these spaces and applying innovative pedagogy are essential for improving educational outcomes. It emphasizes the need to prioritize these efforts in disadvantaged communities to ensure equitable access to quality education and to support the holistic development of all students. Context and implications Rationale for this study: While the share of infrastructure and equipment for schools is significant in overall investments in education worldwide, there is still limited robust evidence on how physical learning environments and teaching practices may influence student achievement. Why the new findings matter: This study quantifies the impact of both physical environments and modern pedagogy on learning outcomes, demonstrating measurable gains even after accounting for students' socioeconomic status. The study has the following implications: For governments and policymakers: The findings show that upgrading school infrastructure and supporting innovative teaching can lead to learning gains of up to one and a half years of schooling. This highlights the importance of modernizing facilities and investing in teacher professional development. For researchers: The study demonstrates the value of combining international assessment data with user surveys to guide evidence‐based investments in education. It lays the ground for future research expanding such data series and involving more countries. For all stakeholders: Prioritizing these improvements in disadvantaged communities is crucial to ensure equitable access to quality education and to support the holistic development of all students.
Shmis et al. (Wed,) studied this question.