Design with knowledge – light in learning environments

Over the years a significant body of evidence has been accumulated that demonstrates how our physical (built) environment influences our ability to act in it. This has been found particularly true for educational environments, where a range of parameters has been identified that influences our behaviour, wellbeing, and ultimately academic performance. Light is one such influential parameter. For those designing or using educational facilities it is relevant to know how lighting conditions may influence our ability to perform learning-related activities. With a better understanding of the relationship between light and human (learning-related) behaviour, we are able to create more supportive learning environments.

My research, embedded in the practice of Henning Larsen Architects (HLA), explores this relationship specifically for public elementary schools in Denmark, where recently a major educational reform took place. Emphasis is put on promoting “learning” through physical playfulness, diversity in curricular activities, and personal learning styles. As a result, Danish elementary schools have implemented a teaching philosophy that promotes individuality, flexibility and diversity. Ideally, the learning space design supports these new principles. My ambition became to increase our understanding of how artificial lighting in elementary classrooms influences (learning-related) behaviour of pupils, and how its design can support them to perform their activities to an optimum.