FLEXIBLE INTERIOR DESIGN IN THE SCHOOL OF TOMORROW 200 PRINCIPALS ON THE PHYSICAL LEARNING ENVIRONMENTS OF THE FUTURE
Our changing world is making new demands. In 2020, schools as buildings and methods of teaching faced completely new challenges as a result of the COVID-19 pandemic. Learning environments needed to be quickly transformed to reduce the spread of infection and, in some places, to switch partially or entirely to remote teaching. For some students, remote learning has worked well, but for others, their safe place has been taken away.
We are on the edge of a new era of having to rethink, to speed up technological development and to re-evaluate physical learning environments. New opportunities for teaching and using school premises have come about. Creative and innovative solutions have created more successful ways to offer students the best chance to learn, but it has also been challenging for many to adjust. The importance of the physical environment has been put to the fore, and now more than ever it is important to consider the future design of schools. It is about creating flexible environments that are accessible to all students and that can adapt to short- and long-term changes and challenges. To understand how school environments have been adapted in times of COVID-19 and how physical learning environments of the future are viewed, we conducted a survey in November 2020 in which we interviewed 200 Swedish principals. In this report we will present our findings. 2
PHYSICAL SCHOOL ENVIRONMENTS DURING COVID-19
During COVID-19, schools have made a number of different adaptations, both in their physical environment and in their way of working to reduce the spread of infection. The most common changes made besides hand sanitiser and disinfection stations are markings on the floor, rearrangement of furnishings in the canteen and spacing seats in the classrooms. However, our findings show that a majority of principals would have wanted to increase spacing in their classrooms, but had no opportunity to do so. This is probably due to a lack of flexibility in furnishings, classroom size and building design.
ONLY ONE IN TWO PRINCIPALS HAVE INCREASED SPACING IN CLASSROOM SEATING
HAVE YOU MADE ANY OF THE FOLLOWING CHANGES TO THE PHYSICAL ENVIRONMENT OF YOUR SCHOOL IN VIEW OF COVID-19? (Multiple answers possible) Hand sanitiser and disinfection stations 90% Floor markings 77% Rearranged furnishing in the canteen 66% Spaced classroom seats 52% Introduction of fixed classrooms so that the students always work in the same room and the teachers move between rooms 24%
Examples of other changes made are:
More teaching in common areas such as corridors, canteens, open spaces and outdoors
• Alternate remote learning
Other measure
• Added Plexiglass 33%
1%
to the canteen • Rearranged furnishing in corridors
19%
No change
• Offer alternative dining areas in addition
• Opened up classrooms so that pupils can spread out there instead of being forced into corridors during non-lesson times • No external visitors
3
IN LIGHT OF COVID-19, IS THERE ANY PARTICULAR CHANGE YOU WOULD HAVE LIKED TO HAVE MADE TO THE PHYSICAL ENVIRONMENT IN YOUR SCHOOL BUT DID NOT HAVE THE OPPORTUNITY?
TEACHER MEETINGS
MORE
CORRIDORS
IMPROVED
VENTILATION
LARGER COMMON AREAS
DIGITAL
WIDER
OUT CLASSROOM SEATS
CLASSROOMS
LARGER
SPREAD
PREMISES TO EAT SCHOOL FOOD IN
MORE FLEXIBLE
INTERIOR DESIGN
CHANGED
FURNISHING IN CANTEEN 4
HOW WELL EQUIPPED ARE WE FOR THE FUTURE?
Not as well as we thought…
35% 2020
TO WHAT EXTENT DO YOU THINK YOUR SCHOOL IS DESIGNED AND FURNISHED TO MEET THE
In 2016, we asked principals in Sweden how well they felt their school was designed and furnished to meet the requirements for educational learning environments of the future. When we asked the same question in 2020, the answer took a clearly negative turn. The percentage of principals who felt that their school was not overly or not at all designed to meet the requirements for learning environments of the future increased from 18% to 35%. COVID-19 is likely to be a cause of this trend. Schools have faced completely novel challenges and the physical environment has been stress tested under completely new conditions, which has meant that more principals have realised that they were not as well equipped for the future as they actually thought.
REQUIREMENTS FOR EDUCATIONAL LEARNING ENVIRONMENTS OF THE FUTURE? 3% 1%
10%
15%
28%
2016 44%
3%
10%
12%
14%
2020
23%
18% 2016
IN 2016, 18% FELT THAT THEIR SCHOOL WAS NOT OVERLY OR NOT AT ALL DESIGNED TO MEET THE REQUIREMENTS FOR LEARNING ENVIRONMENTS OF THE FUTURE. BY 2020 THAT FIGURE HAD INCREASED TO 35%
40%
1 = Not at all
2
3
4
5 = To a very large extent
Don’t know 5
TO WHAT EXTENT DO YOU THINK YOUR SCHOOL IS DESIGNED AND FURNISHED TO MEET THE REQUIREMENTS FOR EDUCATIONAL LEARNING ENVIRONMENTS OF THE FUTURE?
Principals of upper secondary schools feel to a greater extent that their environments are designed and furnished to meet the requirements for learning environments of the future compared with those who work in primary schools. One contributing factor may be that primary school interiors need to support a wider age range, which places different demands on the furnishings. Another factor may be that upper secondary schools generally started to digitise earlier than primary schools and designed their environments and working methods accordingly.
PR I M A RY S C H O O L 2% 2%
U PPE R S E C O N DA RY S C H O O L 5%
11%
3%
13%
21% 21%
16%
37% 26% 42%
Principals who have worked longer in the world of education believe that their learning environments are better equipped to meet the requirements for learning environments of the future than those who have not worked as long. This is an interesting result and one might conclude that they have different views on what the learning environments of the future require.
WO R K E D 14 Y E A RS O R L E S S 7%
2%
WO R K E D M O R E T H A N 25 Y E A RS
5%
14%
10% 19% 24%
30%
18%
37% 34%
1 = Not at all
2
3
4
5 = To a very large extent
Don’t know 6
SCHOOL ENVIRONMENTS IN 10 YEARS’ TIME
Your beliefs about what future learning environments will look like naturally affect how you think different parts of the school environments will change. When we asked principals how they think their school’s different environments will change over the course of ten years, only one in five thinks there will be a major change. This result is interesting given that one in three principals stated that their school was not overly or not at all designed to meet the requirements for learning environments of the future, and that many felt that they could not make the changes they needed in the physical environment during COVID-19. Though it has become clear to many, especially during COVID-19, that change is needed, only a small proportion of principals believe there will actually be a major change in how schools will be furnished in 10 years’ time. Budgets are probably a contributing factor to how these principals view change. Another may be the amount of time and resources given to thoroughly planning the interiors of schools.
No major change
The principals believe that the common areas and canteen will change somewhat more than classrooms. Our experience confirms this as we have noticed an increased interest in furnishing common spaces and canteens innovatively as these are not seen as temporary spaces but as part of the daily learning environment.
CONSIDER HOW YOU THINK SCHOOLS WILL BE FURNISHED IN 10 YEARS’ TIME. COMPARED TO TODAY, HOW MUCH DO YOU THINK THE FURNISHINGS WILL HAVE CHANGED IN THE FOLLOWING PARTS OF THE SCHOOL?
CLASSROOMS 39%
44%
15% 3%
CANTEEN 40%
39%
18%
4%
20%
3%
20%
3%
COMMON AREAS
(e.g. entrance, corridors and common spaces)
39%
39%
STAFF WORKROOMS 37%
41%
0%
100%
Somewhat changed
Changed substantially
Don’t know 7
THE CLASSROOM OF THE FUTURE IS FLEXIBLE AND DIGITAL
It is clear that flexibility is one of the most important factors when designing learning environments in the future. Every other principal believes that the classrooms of the future will have more varied and flexible furnishings and more digital solutions. This confirms the trend we are seeing of the demand for a more varied interior design that can be customised according to needs and the individual. For example, we see greater demand for more flexible classroom furnishings that can be adapted to different learning situations.
HOW DO YOU THINK CLASSROOM FURNISHINGS WILL HAVE CHANGED IN 10 YEARS’ TIME? (Multiple answers possible)
Fewer teacher’s lecterns 22%
Primary school
25%
Upper secondary school
20%
More varied and flexible furnishings 52%
Primary school
56%
Upper secondary school
50%
More digital solutions 49% 57%
Upper secondary school
43%
More standing/height-adjustable desks
Upper secondary school
41% 49%
47% 30%
19%
Primary school
18%
Upper secondary school
28%
10%
Larger classrooms Primary school
17%
Upper secondary school
14%
More environments adapted for activity-based working methods 37% Upper secondary school
22%
Upper secondary school
15%
35%
Primary school
Primary school
More soft seating
Primary school
Primary school
Integration of classrooms and common areas such as corridors 21%
Smaller classrooms 3%
Primary school
1%
Upper secondary school
4%
8
A SUSTAINABLE CLASSROOM IS PREPARED FOR DIFFERENT LEARNING SITUATIONS
What does flexibility actually mean? It can mean many different things, but one way to sort out the concept is to see it at three levels: Daily flexibility, short-term flexibility and long-term flexibility. Below are a few examples.
Discussion
Presentation
Individual work
Group work
DAILY FLEXIBILITY The ability to easily pull apart, move and rearrange tables and chairs in a classroom depending on the learning situation. It may also be about adjusting and adapting the furniture to the individual and by age for good ergonomics. SHORT-TERM FLEXIBILITY Conditions for being able to combine furniture from different spatial areas as required, without giving a messy impression, such as when creating a temporary learning environment for a specific project or class. LONG-TERM FLEXIBILITY What is not visible or affects day-to-day operations, but which in the long term makes it possible to change, update, scale up or down the interior design as required while retaining a uniform impression. By using a flexible interior design, you can create a sustainable, future-proof classroom. Here, the same 60 sqm classroom has been furnished in four different ways using the same furniture to support different learning situations.
9
TECHNOLOGY ENTERS COMMON SPACES
When it comes to the school’s common spaces, an increase in digital solutions, followed by spaces for individual work and more zones, are at the top of the list of changes. This creates fantastic opportunities to make use of every square metre of the school and to design learning environments outside the classroom in a resource-efficient way. With the right interior design, an entryway can serve as a passage, a meeting place for presentations or an inviting area for group or individual work. It is becoming increasingly common to have wider corridors that can be furnished with extra study spaces, break areas and places to collaborate. As technology moves outside the classroom, more spaces can be used as learning environments. It can be as simple as having charging stations for digital tools and screens for sharing information and showing presentations.
HOW DO YOU THINK THE INTERIORS OF COMMON SPACES WILL HAVE CHANGED IN 10 YEARS’ TIME? (Multiple answers possible) More digital solutions 41%
Primary school Upper secondary school
More security solutions
49% 35%
More spaces for individual work 37%
Primary school Upper secondary school
43% 33%
Upper secondary school
Upper secondary school
28% 29%
Less storage Primary school
17% 23%
Upper secondary school
12%
More zones, e.g. quiet zone for focus work 37%
Primary school
29%
Primary school
47% 30%
More storage 3%
Primary school
6%
Upper secondary school
1%
More spaces for group work Primary school Upper secondary school
34% 41% 30%
10
MULTIFUNCTIONAL CANTEENS THAT ARE USED EFFICIENTLY
Traditionally, canteens have been an environment that is only used for a few hours at lunch time, but with a varied interior design it can also be used for other activities during the day and evening. This is supported by the fact that one in two principals believe that in the future canteens will have more varied and flexible furnishings. One in five principals believe in more ergonomic furniture that can support group and individual work.
HOW DO YOU THINK FURNISHINGS IN THE CANTEEN WILL HAVE CHANGED IN 10 YEARS’ TIME? (Multiple answers possible) More varied and flexible furnishings 47%
Primary school
49%
Upper secondary school
44%
The canteen will also be used for group work Primary school
31% OF THE PRIMARY SCHOOL PRINCIPALS BELIEVE THAT THERE WILL BE MORE ERGONOMIC FURNITURE IN CANTEENS IN THE FUTURE. AMONG PRINCIPALS AT UPPER SECONDARY SCHOOL, THIS FIGURE IS ONLY 12%
20%
More variation in sitting height Primary school
15% 20%
Upper secondary school
12%
More digital solutions 12%
Primary school
21%
15%
Upper secondary school
Upper secondary school
More ergonomic furniture
More soft seating
19%
Primary school
11%
5%
19%
Upper secondary school
31%
12%
Primary school
5%
Upper secondary school
4%
The canteen will also be used for individual work Primary school
18% 20%
Upper secondary school
18%
11
THE STAFF WORKROOMS OF THE FUTURE
One in two principals think that the staff workrooms of the future will have more varied and flexible furnishings. We also see this in our meetings with school staff who often lack furnishings that support different types of activities in their workrooms. This is in line with the fact that 21% of principals believe that workrooms will have more environments adapted to activity-based working methods, and that 32% believe that there will be clearer zones, such as quiet zones for focus work, in the future. This indicates a change in how the future workrooms for staff may be furnished.
42%
THINK THERE WILL BE MORE HEIGHT-ADJUSTABLE DESKS OR STANDING DESKS IN STAFF WORKROOMS IN THE FUTURE
HOW DO YOU THINK FURNISHINGS IN STAFF WORKROOMS WILL HAVE CHANGED IN 10 YEARS’ TIME? (Multiple answers possible) More environments adapted for activity-based working methods 21%
More digital solutions 45%
Primary school
52%
Upper secondary school
41%
45% 39%
42% 47%
Upper secondary school
38%
More zones, e.g. quiet zone for focus work Primary school Upper secondary school
32% 37% 29%
Larger workrooms Primary school
16%
Upper secondary school
7%
More standing/height-adjustable desks Primary school
30%
11%
53%
Upper secondary school
Upper secondary school
16%
More varied and flexible furnishings Primary school
Primary school
Smaller workrooms 9%
Primary school
6%
Upper secondary school
11%
More soft seating 8%
Primary school
10%
Upper secondary school
6%
12
KINNARPS GLOBAL RANGE & COMMUNICATIONS / ISSUE 2021 | ALL INFORMATION IS SUBJECT TO CHANGE
ABOUT THE SURVEY
M E T H O D
D E M O G R A PH I C S
A combination of internet surveys within the
Women
53.5%
framework of the Teacher Panel pfmresearch. se/lararpanelen/ and recruitment for an internet
Men
46.5%
survey via telephone. The survey was conducted
Would you like to know more about interior
by Demoskop on behalf of Kinnarps AB.
design for learning environments?
Worked 14 years or less*
21.5%
TA RG E T G RO U P Principals of Swedish primary and upper secondary schools.
Worked 15-25 years*
53.5%
Contact your local Kinnarps office!
Worked more than 25 years*
25%
N U M B E R O F I N T E RV I E WS
kinnarps.com
200 interviews spread across the country. Primary school
PE R I O D
40.5%
Upper secondary school
56.5%
6 – 18 November 2020 Both
3%
Preschool class and school years 1-3**
32.5%
School years 4-6** Upper secondary school**
41% 59.5%
* Working means working in a school as a principal or teacher.
Kinnarps is Europe’s leading supplier of interior
* * Multiple answers possible as some principals are responsible for several school years.
with operations in 40 countries and a Group
design solutions for offices, schools and healthcare, turnover of SEK 3.5 billion. The entire value chain is characterised by high quality and low environmental impact - from raw materials to finished solutions. Kinnarps was founded in 1942 and is a family owned business with manufacturing in Sweden.
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