School Space as Catalyst for Learning: Insights from Malaysian Primary School Pupils

Abstract

Schools are designed for teaching and learning, yet their spatial layouts are often standardized to administrative needs, overlooking user experience and pupils’ perspectives. This study examines how Malaysian primary pupils perceive and interpret their school environment through a design charrette conducted across three primary schools in Puncak Alam, Selangor involving 124 participants. Pupils collaboratively brainstormed, photographed, and redesigned school spaces to express their preferences. Content analysis revealed two themes: categories of space and affordance of school spaces for learning, highlighting the need for schools to offer a wider range of affordances to enhance pupils’ learning experiences.