Development of a Restructuring Process and Implementation Strategies for University Lecture and Learning Spaces for Student-Centered Education

With the growing emphasis on student-centered education, the need to restructure university lecture and learning spaces has become increasingly apparent. To support autonomous participation and diverse learning activities, it is essential to create spatial environments that go beyond physical improvements and are grounded in pedagogical and instructional strategies. This study aims to propose spatial design processes and implementation strategies for restructuring university learning spaces that support student-centered education. The study first conducted a theoretical review and field investigations to identify and structure spatial characteristics and components suitable for learner-centered education. A two-round Delphi survey was then administered to experts in education, design, and spatial planning to assess the importance, validity, and interrelationships of the proposed spatial indicators. The findings were used to inform the development of design processes and cluster models for learning spaces. Seven spatial characteristics and 25 sub-indicators for student-centered learning spaces were derived and validated through expert consensus. Based on these findings, a six-step restructuring process and five cluster models were proposed: learning support, learning community, project-based, technology-integrated, and convergent learning clusters. This study offers both theoretical and empirical contributions by presenting spatial design criteria tailored to student-centered education. The proposed processes and spatial cluster models are expected to serve as practical tools for improving university learning environments.