Are Our Schools Ready for the Future?

Reflections from the Forum “Turning Quality Research into Quality Schools”, Copenhagen, May 2025

Yesterday, architects, teachers, researchers, funders, and decision-makers gathered in Copenhagen for the international event Turning Quality Research into Quality Schools to explore a vital question: What kind of evidence do we need to build schools that genuinely support learning, wellbeing, and inclusion?

Professor John Hattie opened the forum with a sharp statement: the problem is not a lack of evidence—it’s that the evidence doesn’t reach the people who need it. Drawing on learning outcome data from more than 30 000 students, Hattie reminded us that the most influential factors in student learning are teacher quality, learner motivation, and the pedagogical alignment of space. He emphasized that what we no longer need are binary debates (still entertained in some media outlets in Finland) about whether “open” or “traditional” learning environments are better. Instead, we need flexible and pedagogically intentional spaces that promote agency, collaboration, and deep thinking. What truly matters is translating evidence into action—turning research into impactful practice.

Next, attention turned to sound environments as Colin Campbell (Ecophon) emphasized the role of acoustics in educational equity. Research shows that poor acoustics disproportionately harm the learning of students in vulnerable positions. Even small design improvements—such as better ventilation and sound-absorbing materials—can significantly improve concentration, reduce stress, and support inclusion and more equitable learning conditions.

Representing the Council of Europe Development Bank, Yael Duthilleul reminded the audience that good school design is not a luxury—it’s a necessity. She stated that even a 1% increase in investment in participatory design, teacher training, or post-occupancy evaluation can multiply the social impact of school infrastructure. Funding decisions must be tied to educational goals—not just square meter costs. According to Duthilleul, this 1% pays off many times over through reduced teacher sick leave and improved student wellbeing, both mental and physical.

Professor Do Coyle (University of Edinburgh) invited participants to revisit the very concept of “space.” In her view, learning does not only happen in space—space itself is part of learning. She called for shared concepts and frameworks that allow researchers, designers, and educators to engage in meaningful dialogue. Real change only happens when stakeholders from different disciplines find a common language and shared goals.

Throughout the day, concrete examples from across Europe enriched the conversation. In Spain, the University of Valencia is collaborating with schools to define and validate what a “good learning environment” really means. Much like Finland, they are also developing teaching materials to support teachers in making effective use of diverse educational spaces. In Portugal, more than 23,000 minutes of observation data shows that digitally enriched, flexible environments foster student participation and wellbeing. In Italy, national efforts are underway to integrate physical design with equity and pedagogical innovation. The Nordic LED network emphasized the need for shared, adaptable evaluation frameworks that enable the analysis of space use across borders.

Three key messages echoed throughout the presentations: Evidence matters—but only if it is accessible and usable in practice. Space is never neutral—it either supports or hinders learning, inclusion, and wellbeing. And finally, learning spaces must be co-designed—with learners, teachers, and communities. They are not just users of space—they are co-creators of it.

As the forum concluded, one essential question remained in the air: Are our schools truly ready for our children?

"You can't decide how things should be just by looking at how they are."

– David Hume