Active Learning Strategies in Purposefully Designed Learning Spaces: A Mixed-Methods Quality Improvement Project in a UK Higher Education Institution

Abstract

Further and higher education has moved from teacher-centred, transmission-based teaching towards student-centred pedagogy. Active learning strategies, supported by well-designed learning spaces, are widely advocated as a means of improving student engagement, critical thinking and problem-solving. Evidence from UK further education settings, and from Level 4 HND and DET provision delivered within higher education institutions (HEIs), remains limited. This Quality Improvement Project (QIP), conducted in 2022, evaluated the effectiveness of integrating active learning strategies within purposefully designed learning environments in a UK HEI, and explored educator and student perceptions of these spaces. A mixed-methods design was used. A total of 125 participants took part: 25 teachers and 100 students drawn by purposeful sampling from Level 4 HND and DET programmes across different disciplines and backgrounds. Data were collected through pre- and post-implementation interviews, focus groups, semi-structured interviews with students and faculty, participant observation and online surveys, and were analysed through methodological triangulation. The project produced consistently positive results. Students reported that the learning spaces encouraged them to spend more time on campus, that social interaction improved and that peer support was utilised. Teachers reported witnessing greater engagement and more supportive classrooms. Overall participant results improved from 68% to 81%, a gain of 13 percentage points. Student reports, teacher reports, observational data and survey responses converged on improved engagement, interaction and peer support. Integrating active learning strategies within purposefully designed learning spaces was associated with improved engagement, peer support and overall participant results in this UK HEI context. The findings indicate that space alone is insufficient: positive change depends on active pedagogy, teacher confidence in using the space, inclusive norms and sustained staff development.