ABSTRACT
This chapter reveals how the organisation of the physical, social and virtual learning space can foster innovative learning environments. It discusses how changes in pedagogical practices and behaviours will contribute to building positive student communities. The chapter demonstrates that the consideration of temporal, cultural and spatial aspects can influence changes in pedagogical practices. It highlights how concern about and reflection on the teaching–learning space will better support the needs of the twenty-first century learner. With evolving technologies and the call for collaborative skills comes a need to create teaching and learning environments that will enable both students and teachers to work and develop the learning capacities of all stakeholders. Creating change necessitates a shift in thinking: every space needs to be adaptive and provide for a variety of learners. While the impact of colour in the environment has been researched in relation to wellbeing, performance and behaviour, there has been minimal research specifically addressing the primary teaching–learning space.
