The life of a design project typically follows a familiar trajectory: receive a brief, develop a concept, produce drawings and models, present them to the client, and deliver the completed work. This process relies largely on the designer’s expertise and interpretation of user needs. Yet even with user-centred intentions, designers have limited ability to forecast the actual end-use of spaces, often resulting in gaps between design intention and real-world engagement (Byers, Imms, & Hartnell-Young, 2014) (Cleveland & Fisher, 2014).
Contemporary learning environments further complicate this challenge. Spatial design is now evolving rapidly beyond traditional classrooms, as learning increasingly occurs outside formal settings and through self-directed, hybrid, and experiential modes. These shifts demand sustained dialogue with users so that spatial strategies align with pedagogical principles (Fisher, 2005) and reflect the interdependence between space, teaching practice, and school organisation (OECD, 2013). While Innovative Learning Environments (ILEs) provide greater flexibility, they also introduce uncertainty for teachers and stakeholders (Jones & Le Fevre, 2021). Without clear alignment among the three key actors, the teacher, the designer, and the institution, these environments risk being underutilised or misunderstood (Bøjer, 2021).
In designing the Kindergarten at the International French School (IFS) in Singapore, We adopted a design praxis grounded in close collaboration with teachers, students, and school leaders. This iterative approach ensured that the ILE supported the school’s pedagogical goals and responded to the lived realities of its users. Central to this process was establishing a clear, shared vision for how ILEs would be introduced and enacted within the school before any spatial design took shape.
Adapted from Learning Environments in Flux: Designing Through User Engagement, a chapter I co-authored with Florian Olive and Wan Nabilah.
Designing through User Engagement
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