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<p>The influence of school spatial design and materials on learning activity has received increased attention over the years. Despite amplified interest in the relations between humans and non-humans, such research often tends to be dominated by the Minority World, with studies about the schooling sector in the Majority World still lacking visibility.&#xa0;This article explores relations between space design, materials, and pedagogical practice at three Chilean schools. The research adopts a qualitative microethnographic design to analyze three language and communication lessons, focusing on sociomaterial relations between spatial design, materials, interactions, and practices. At each of these ecosystems of postdigital learning, we observed heterogeneity in the ways space and materials seemed to influence students’ learning activity, while mediated by the use of technology. Our focus was on the impact of multiple elements on students’ levels of attention and participation. In framing differences and similarities between spatial/material arrangements and classroom interactions between teachers and students, and foregrounding relations to attention and participation, we discuss a tripartite configuration in the observed learning activity. The paper proposes two characterizations: ‘intentional design’ and ‘spontaneous spatial order’ to distinguish situations observed in our study. The article also discusses tensions between teachers’ and students’ use of technologies in these ecosystems.</p>

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Ecosystems of Postdigital Learning: Exploring Relations Between Pedagogical Practice, Space Design, and Materials

  • 期刊论文

  • 发表日期：

    2026年6月19日

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  • Patricia Thibaut,
  • Pablo Iriarte,
  • Lucila Carvalho

摘要

The influence of school spatial design and materials on learning activity has received increased attention over the years. Despite amplified interest in the relations between humans and non-humans, such research often tends to be dominated by the Minority World, with studies about the schooling sector in the Majority World still lacking visibility. This article explores relations between space design, materials, and pedagogical practice at three Chilean schools. The research adopts a qualitative microethnographic design to analyze three language and communication lessons, focusing on sociomaterial relations between spatial design, materials, interactions, and practices. At each of these ecosystems of postdigital learning, we observed heterogeneity in the ways space and materials seemed to influence students’ learning activity, while mediated by the use of technology. Our focus was on the impact of multiple elements on students’ levels of attention and participation. In framing differences and similarities between spatial/material arrangements and classroom interactions between teachers and students, and foregrounding relations to attention and participation, we discuss a tripartite configuration in the observed learning activity. The paper proposes two characterizations: ‘intentional design’ and ‘spontaneous spatial order’ to distinguish situations observed in our study. The article also discusses tensions between teachers’ and students’ use of technologies in these ecosystems.