Teacher mediated relations of pedagogy, physical space, and indoor environmental qualities (IEQ)

The importance of good indoor environmental qualities (IEQ) for wellbeing and learning in schools is well-researched, though mostly framed and measured technically (e.g., Haverinen‐Shaughnessy et al., 2011; Minelli et al., 2022). Less explored is the relation between pedagogical practices, physical school spaces, and IEQ and how these are intertwined (Bøjer & Rasmussen, 2023).
In this paper, we do a close examination of a small but exemplary project, where a recreation centre teacher, through minor physical and pedagogical alterations, transforms a malfunctioning computer space with bad acoustics and air quality into an inclusive and well-functioning space, where both teachers and students thrive. We will focus on the intertwinement of pedagogical practices, physical school spaces, and IEQ in the teacher driven project.