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Design Guideline Criteria For Learning Spaces: Case Of Primary Schools In Shandong Province, China

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dc.contributor.authorSun, Rongrong
dc.date.accessioned2026-09-30T07:54:00Z
dc.date.available2026-09-30T07:54:00Z
dc.date.issued2025-07
dc.description.abstractThe design of learning spaces plays a critical role in students' educational experiences, particularly for primary school students. The learning space must be tailored to cultivate diverse skills, enabling students to adapt to the evolving standards and requirements for future talents. However, existing space designs often exhibit rigidity and oversimplification, which contradicts student-centred pedagogies that prioritize variety and plurality. This study aims to develop two models: the Naturalness, Individualization, and Stimulation (SIN) model and Model of 21st century physical learning environment (MoPLE 21) model. Through literature review, three design principles, seven design parameters, and twenty-one design elements were examined to conceptually establish the Learning Spaces Design Guideline (LSDG). Additionally, case studies were conducted through purposive sampling involving four primary schools in Shandong, China.
dc.identifier.urihttps://erepo.usm.my/handle/123456789/25112
dc.language.isoen
dc.subjectDesign Guideline Criteria For Learning Spaces
dc.subjectCase Of Primary Schools In Shandong Province
dc.subjectChina
dc.titleDesign Guideline Criteria For Learning Spaces: Case Of Primary Schools In Shandong Province, China
dc.typeResource Types::text::thesis::doctoral thesis
dspace.entity.typePublication
oairecerif.author.affiliationUniversiti Sains Malaysia
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