Designing dynamic learning environments: a study on space utilization, flexibility, and sensory integration in educational spaces

Educational spaces need to support different learning activities while providing suitable conditions for students and teachers. This study examines space utilization, flexibility, accessibility, and environmental conditions using user surveys, space syntax analysis, and observational studies. Forty students are initially invited to participate, of whom 32 provided complete responses for analysis. Ten teachers also assessed accessibility, circulation, and mobility. Space syntax is used to examine the spatial configuration of the educational environment, while observations recorded occupancy and changes in space use. Open and flexible spaces and indoor-outdoor learning spaces received the highest satisfaction rating (95%). Flexibility had the strongest association with student satisfaction (r = 0.85), followed by lighting (r = 0.79). Campus spaces also differed considerably in their use, with the cafeteria recording the highest utilization and the auditorium the lowest. Acoustics received the lowest assessment among the environmental conditions examined. The combined findings show that educational-space performance depends on both spatial characteristics and user experience. The study provides a basis for identifying underutilized spaces and for improving flexibility, accessibility, environmental conditions, and indoor–outdoor connections in existing educational environments.