A bright future for creating environments conducive to learning

Research output: Contribution to journalEditorial

2 Citations (Scopus)
77 Downloads (Pure)


Editorial: Volume 34, Issue 1, Open House International. Whether in school buildings or university campuses the educational process involves many activities that include knowledge acquisition and assimilation, testing students' motivation and academic performance, and faculty and teachers' productivity. The way in which we approach the planning, design, and our overall perception of learning environments makes powerful statements about how we view education; how educational buildings are designed tells us much about how teaching and learning activities occur. Concomitantly, how these activities are accommodated in a responsive educational environment is a critical issue that deserves special attention. While it was said several decades ago that a good teacher can teach anywhere, a growing body of knowledge-derived from knowledge on "evidence-based design" suggests a direct correlation between the physical aspects of the learning environment, teaching processes, and learning outcomes. In its commitment to introduce timely and pressing issues on built environment research, Open House International presents this special edition to debate and reflect on current discourses on sustainable learning environments.
Original languageEnglish
Pages (from-to)5-8
Number of pages4
JournalOpen House International
Issue number1
Publication statusPublished - Mar 2009


  • creating environments
  • learning environments
  • educational environments

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  • Projects

    Sustainable Learning Environments: Awareness Based Assessment Methods for School Buildings in Qatar

    Salama, A. & Sayed, T.


    Project: Projects from Previous Employment

    Research Output

    • 2 Citations
    • 1 Special issue

    Shaping the future of learning environments: emerging paradigms and best practices

    Salama, A. (ed.), Mar 2009, In : Open House International. 34, 1, p. 1-128 128 p.

    Research output: Contribution to journalSpecial issue

  • Cite this