Lernlandschaften

Lernlandschaften (learning landscapes) describes educational environments conceived as flexible, learner-centered spaces in which space, material resources, digital tools, and social configurations are aligned to support different ways of learning. The concept treats the physical and virtual environment as an active component of pedagogy, enabling individual, collaborative, project- and inquiry-based learning. In German-speaking contexts, Lernlandschaften are implemented in schools, teacher education, and higher education as a response to diverse learner needs and to foster autonomy, motivation, and lifelong learning.

Origins and scope: The term gained traction in educational design discussions in the late 20th and early 21st centuries, drawing on constructivist and inclusion-oriented pedagogy. It encompasses variations such as learning studios, ateliers, labs, and learning gardens; spaces may be inside schools or on campuses and often combine formal instruction with independent inquiry and cross-disciplinary projects.

Components: Flexible, modular spaces; furniture that supports different postures; a mix of quiet zones and collaborative areas; a range of learning stations with print and digital resources; access to media, maker technologies, and real-world contexts; organizational structures that emphasize mentoring, inquiry, and portfolio-based assessment; and a culture of shared responsibility for learning design.

Outcomes and challenges: Potential benefits include differentiated learning, increased motivation, collaboration, and the ability to transfer skills to real contexts. Challenges involve costs, space planning, maintenance, teacher professional development, and the alignment of assessment with process- and product-oriented outcomes.