Shared learning spaces and social connectivity: a facility management perspective on hybrid learning environments

Purpose The purpose of this study is to examine how the design and management of shared learning spaces in hybrid learning environments impact student social connectivity and, consequently, inform facility management (FM) practices. The investigation is prompted by the increasing prevalence of blended physical and digital learning settings in higher education. Design/methodology/approach A mixed-methods approach, using both surveys ( n = 56) and interviews ( n = 20) with students in an architectural course, was used to evaluate the influence of shared learning spaces on student interactions, sense of community and the overall learning experience. Findings Shared learning spaces can substantially enhance social engagement and collaborative learning in hybrid environments. However, spatial limitations, inadequate technological infrastructure and inconsistent access to technical support hinder their full potential. Students not only value flexibility and access to technology but also express a need for dedicated spaces for focused individual learning when participating remotely. Originality/value This study provides valuable insights into students’ perspectives on shared learning spaces within hybrid learning environments, directly addressing the challenges and opportunities for facility managers. It contributes to the literature by examining the multifaceted role of FM in creating learning spaces that support both social connectivity and effective learning in hybrid settings.