University space for study, creativity, and development according to pedagogy students: reality versus expectations

This paper presents the research results concerning the meaning of university space and its design for students. The issue of educational space is discussed in pedagogical research increasingly often; however, this still rarely concerns higher education, which is frequently treated as if it were independent from the space in which it takes place. During the study, verbal descriptions of desired university spaces were analyzed together with artworks on the same topic prepared by 276 pedagogy students at the University of Lodz in Poland. The results reveal a clear discrepancy between the educational spaces imagined by students and those that currently exist. For students, the shape and design of university buildings, their equipment, functions, and aesthetic qualities are highly important. Their expectations reflect social needs, their understanding of learning and teaching, and the need for freedom, especially in creative activity. A common feature of almost all analyzed works is the presence of qualities characteristic of Ray Oldenburg’s so-called “third place”: a neutral place that allows people to be with their friends, observe their surroundings, and present themselves to others. Today, “third places” are becoming increasingly important, yet this is still not adequately recognized in traditional university spaces. The design of university buildings should therefore reflect not only modern interior design trends but also a philosophy of education; awareness of educational goals and the needs of those who use these spaces should be the starting point for creating them. This paper contributes to filling the gap in academic reflection on the meaning of space in higher education, especially in relation to creativity.