Inclusion is supported through the purposeful design of the learning environment (both physical and digital, as with 3D), where the environment itself supports learning. Small groups of students use different learning environments for differentiated activities and choose what they want to work on.

ISIS Europa school in Italy promotes inclusion by designing a hybrid learning environment that connects physical, digital and virtual spaces. The school prioritises elements that support well-being and belonging, such as colour, visual identity, and purposeful organisation of classrooms and common areas.

Learning extends beyond the classroom through dedicated spaces for collaboration, including labs and an Erasmus classroom that supports international students’ integration. Students are directly involved in creating and shaping their own learning spaces. Several classrooms are designed as “classrooms on display”, meaning they are dedicated, themed environments co-created with students and continuously improved over time. For example, one dedicated room is themed around film director Tim Burton, with the space designed to reflect his aesthetic and creative ideas. Importantly, this is not a one-off decoration project but a cycle of case study, verification, and improvement, so the environment is tested, refined, and then implemented more systematically. Another example is the collaborative virtual project “Innocent Stories”, where students explore a chronologically organised virtual corridor using avatars and work together in the same digital environment.

This hybrid model supports participation through multiple formats, encourages dialogue and peer learning, and creates flexible pathways for engagement. Overall, the approach strengthens an inclusive culture by ensuring that every student can access learning, contribute meaningfully, and be heard.

Schools can move towards hybrid spaces in two ways. The first is to develop dedicated rooms for specific activities, such as media production, future classroom labs, ICT labs, language learning etc. The second is to treat the classroom as a blank canvas for teachers and students to adapt depending on the learning objectives. This flexible use of space is particularly valuable for project-based learning and flipped classroom approaches.

Specific subjects can benefit greatly from these hybrid approaches. For example, a World War I history lesson can become an immersive experience even without VR equipment. Students can transform the classroom into a hybrid exhibition by using a projector to display YouTube footage. Classroom furniture can be rearranged aiming for students to create different thematic stations for exploration, such as “the home front” or “peace negotiations.” They can draw timelines, design posters or newspaper front pages, display photos and add labels and short explanations around the room to guide classmates through the experience. In this way, the classroom becomes a flexible canvas for learning and discussion, helping students engage with content through multiple formats and ensuring more inclusive participation.

The learning space plays an essential role in inclusion and differentiation in the Am Park school in Luxembourg. The teacher argues that the physical classroom environment must allow children to develop freely and work in ways that match their needs. The school has adopted the Chur Model of an inclusive approach, focusing on the design and flexibility of learning environments. The model focuses on designing learning for all students from the outset, rather than adapting later for specific needs, and includes small-group instruction moments (often linked to mixed-age settings) that feel safer and more personal for pupils and reduce distraction. After receiving input, pupils work independently in flexible spaces: they may sit or stand, work at group tables, partner tables, or alone, and some may even choose to lie on a mattress. The classroom environment is designed to be flexible, open, and student-centred. For pupils who are easily distracted or irritated by peers, options such as partition walls and quiet corners support concentration. In this sense, the room is not just a physical setting, but a pedagogical tool designed to give each child the conditions they need to succeed.

Students are free to choose learning spaces that suit their needs, including quiet corners or working independently with digital tools such as tablets for listening exercises. Each classroom is equipped with a smartboard, which is used to display interactive tasks and visual materials that support learning activities. Therefore, teachers align the physical space with digital tools to enhance students’ engagement, learning outcomes and agency.

The classroom also includes seating options such as benches, mats, cushions, and portable writing surfaces that can be used in different learning situations. Reading corners with curtains and a creative area provide additional spaces for individual or group work. Teachers feel comfortable reorganising the classroom by moving shelves, cupboards, and furniture using only the materials already available. This reflects as the underlying principle of the Chur model: trusting oneself as a teacher, trying things out, and learning through action rather than waiting for perfect conditions.

The learning space acts not only as a pedagogical tool but also as a means of inclusion. Flexible spaces allow teachers to promote inclusive and accessible learning. However, even if the space does not allow major changes, there are still simple steps that can be followed.

Teachers can organise the classroom into learning zones that support different learning styles and levels of concentration. For examples, a quiet corner can be created for pupils, including hyperactive or autistic students, so that they have a calm space to use when needed.

Schools can draw inspiration from the Future Classroom Lab model which comprises six different learning zones (Interact, Exchange, Investigate, Create, Present, Develop). Each space highlights specific areas of teaching and learning and stimulates reflection about physical space, resources, changing roles of student and teacher, and how to support different ways of learning. It is not necessary to implement every learning zone. Teachers can simply choose the ones that matter most for their context. For example, if a classroom lacks a dedicated space for collaboration, teachers might introduce an Exchange zone. The Exchange zone allows students to move their chairs, work in peers and engage in group activities. Working in groups help students to consider different opinions, listen to one another and respect diversity of ideas and learning preferences within the classroom.

Flexibility in classroom furniture is central to every learning activity. Teachers may have a fixed space and limited resources, yet they can still shape the environment to support their teaching goals. By offering multiple seating options based on the task and students’ needs, teachers embrace inclusion and promote supportive environment for every learner.

The José Cardoso Pires School Group in Portugal is a highly structured, well-maintained institution that utilises its technologically supported facilities and structured environment to effectively manage its diversity, focusing its resources on social integration and personalised educational support.

The physical infrastructure and the operational atmosphere in the José Cardoso Pires School Group are meticulously managed to support the inclusive mission. Despite the demanding context, the school maintains an organised and purposeful environment.

It functions as a vibrant hub of activity, offering a wide range of extracurricular opportunities such as the school radio, dance programmes run in cooperation with the municipality, personalised study areas, and dedicated leisure spaces. These initiatives are strategically designed to allow students to express their ideas and develop a sense of community ownership promoting student-centred approaches.

Teachers emphasise that a truly inclusive environment is one where students are not only “present” in the physical space but are also given the tools to participate effectively. For example, in the computer lab, the teacher promotes pair work to prevent students from becoming isolated behind a screen. Sharing a device, one student using the mouse while the other writes, encourages communication, mutual support, and social inclusion. At the same time, the arrangement remains flexible: some students work in pairs, while others work independently. This reflects the school’s broader strategy of differentiation and autonomy, accommodating different learning preferences and paces.

Removing barriers is also a key part of fostering participation. Teachers continuously observe and adjust the environment to ensure accessibility. One example includes modifying the visual environment for a student by using a tablet with colour filters as a magnifier, improving their visual comfort and ability to work.

These practices demonstrate the school's commitment to creating environments where students feel secure and engaged, whether through traditional structured methods or through differentiated, technology-supported activities that encourage autonomy and confidence.

Fostering social interaction within the physical space enhances accessibility and inclusion for both teachers and learners. Strengthening students’ sense of belonging is essential for social-emotional learning which in turn leads to improved academic performance. Interviews with teachers revealed that students’ sense of belonging improves when teachers provide academic and emotional support (Bora and Altun, 2025). According to the OECD 2023, schools should expand extra-curricular activities and use digital technologies more effectively so that every student can participate and benefit.

Activities that involve the whole school help strengthen students’ sense of belonging promoting inclusion at the same time. A simple example is a schoolwide initiative around Safer Internet Day, where students from each grade can split in small teams and create a product of their choice, such as a poster, a presentation, a short video, or any creative format connected to the theme. Teachers then dedicate a one-hour slot for each grade to present their work, allowing students to showcase their ideas and feel part of a larger community effort. Adjustments for some students can help, such as encouraging students struggling with writing and concentrating to form a team that focuses on visual outputs, and teachers should be aware of the need to guide these students through the process.

Pair work plays an important role in fostering inclusion and collaboration in the classroom. Sharing a device can become a simple routine that helps students work together. For example, teachers can inform students in advance that when using technology during the art lesson, the activity will be done in pairs. They can also submit small projects for assessment in pairs, which helps them understand small-group dynamics and develop collaboration skills.

For some students, social interactions can be cultivated through social robots. Studies in early childhood education and in classrooms with autistic students show that social robots can improve both learning outcomes and social interaction. NAO is a small humanoid social robot designed to interact with people in a natural, engaging way. Teachers can personalise it by using the student’s interests, hobbies, or even the names of family members. Students can use social robots for interaction, pair work or even language development in both children with special needs and migrant students. Teachers’ guidance is essential to ensure that all students can benefit from the use of a social robot, especially when only one robot is available in the classroom. Clear steps and preparation help the teacher organise the activity so that every student has meaningful access to the robot.