Implementation of IkasLab in Primary Education: A Mixed-Methods Study of Learning Spaces, Teaching Practice and Metacognition

The present article employs a mixed methodology to evaluate IkasLab’s innovative spaces, investigating how the reorganisation of educational spaces contributes to the development of 21st-century skills in the Basque educational context. The sample comprised 13 primary schools (ages 6–12), where quantitative data were collected using a validated instrument (rubric) (n = 13 spaces) and qualitative data through semi-structured interviews (n = 22 teachers). Reliability analyses (Alpha = 0.909; Omega = 0.907) confirmed the robustness of the assessment instrument. The quantitative findings indicated a high level of project implementation (x̅ = 3.26/4), with particular emphasis on the development of communication and relational skills. However, the indicators associated with metacognitive work showed less consolidation. Qualitative analysis yielded significant findings pertaining to student autonomy, methodological innovation, and educational inclusivity. Notable gaps were also identified in the integration of metacognitive practices and urgent needs for systematic teacher training and continuous pedagogical support. The results suggest that IkasLab constitutes a solid and promising framework for reimagining learning spaces and promoting educational practices in line with contemporary challenges. However, the full impact of the model depends on ensuring sufficient resources and strengthening professional training that enables teachers to effectively integrate the principles of the model into their teaching activities.