Diseño de interiores en educación: puente entre teoría pedagógica y práctica arquitectónica

Interior design in educational spaces emerges as a transformative axis of contemporary pedagogy, integrating sustainability, technological innovation, and pedagogical theories to create environments that foster active learning, inclusion, and socio-emotional well-being. Through a systematic review of studies in both urban and rural contexts —with emblematic cases from Ecuador, Spain, and international models— this article demonstrates how multifunctional classrooms, recycled materials, and participatory methodologies redefine the relationship between physical space and educational practices. The findings highlight the effectiveness of designs such as hyperclassrooms—flexible and technologically equipped spaces—that enable smooth transitions between individual and collaborative activities. Likewise, projects using low-cost materials (pallets, tires) show that sustainability is not only economically feasible but also fosters creativity in vulnerable communities. However, critical challenges remain: teachers’ resistance to abandoning traditional models, the digital divide between urban and rural areas, and the need for public policies that prioritize bioclimatic standards and continuous pedagogical training. This study emphasizes that educational design goes beyond aesthetics, becoming a "third teacher" that guides cognitive and social processes. Its success depends on an interdisciplinary approach linking architecture, pedagogy, and social justice, ensuring that spaces reflect values of equity, innovation, and environmental respect.