Reactive Spaces: Space as a Tool for Self-Education

Self-regulated learning, a cornerstone of modern education, is frequently hindered by traditional educational space designs. This issue is particularly pronounced in Italy, where outdated school buildings, many dating from the 1970s, fail to support contemporary educational needs. These “learning boxes” limit student engagement and do not accommodate the dynamic nature of the human mind. Instead, educational spaces should be reimagined as dynamic environments that integrate learning into daily life, fostering interaction and discovery. Maria Montessori emphasised the importance of environments that educate, advocating for adaptable, multifunctional spaces that promote spontaneous activity and peer collaboration. A “breathing school” today transcends simple physical structures, leveraging technological innovations to enhance learning experiences. By integrating digital tools into educational spaces, we can create dynamic and engaging environments that overcome spatial limitations. Our research proposes a multidisciplinary and participatory approach, involving architects, educators, and neuroscientists to create “open” learning environments that support authentic learning experiences. This study aims to transform schools into stimulating educational spaces that adapt to evolving needs, ensuring flexibility, sustainability, and architectural quality. By uniting architecture and pedagogy, we can design schools that better serve society, promoting active learning and well-being.