Environmental Response and Learning Environments: How Teachers' Environmental Dispositions Influence Their Classroom Design Preferences and Use of Space

Ece Altinbasak Haklidir (Dogus University)

Ideally, learning should occur in an environment that can allow students to engage with the concepts that are being used by teachers with a maximum opportunity. The learning environment can be a powerful teaching instrument at the disposal of the teacher, or it can be an undirected and unrecognized influence on the behaviors of both children and teachers. Therefore, a lack of awareness of the potential of a physical environment can lead classroom environments in which educational approaches and needs are not supported by architecture and design. Therefore, this descriptive correlational study investigates the associations between teachers’ environmental response and awareness and classroom environment. Under classroom environment, teachers’ current classroom arrangements (student-centered or teacher centered arrangements) and their classroom design preferences (expandable and variations of L-shape classroom designs) are used as indicators. Pearson’s Chi square tests are used as a statistical tool to address correlations between variables and Cramer’s V values are reported to indicate the effect size. The results of the study indicated a significant association between teachers’ classroom design preferences and their environmental response. It has also been found that environmentally inclusive teachers, who are defined pro-urbanist and responsive to urban aesthetics, prefer variations of L-shape classrooms for group studies, independent student activities, and technology use. Additionally, the analysis reveals the need for educators to become more aware of the potential and opportunities that the physical setting presents to them. This study provides impetus to further research studies for designing innovative learning environments and informs both designers and educators based on empirical findings.