Date/Time: October 30, 2025 | 10:45 am – 12:15 pm

Room: 166-167

Audience: Architects, Engineers, Educators, Facility Personnel, Contractors / Suppliers / Manufacturers, Consultants

Call to Action:
The post-digital era demands environments that seamlessly blend technology with human connection, flexibility with focus, and innovation with inclusivity. Every educator, administrator, and stakeholder has the power to reimagine their classrooms – whether through small adjustments or bold redesigns.

• Design Hybrid Learning Hubs: Create seamless transitions between in-person and AI / digital participation.
• Implement Ambient Technology: Deploy smart environmental controls responding to learning activities.
• Establish Living Labs: Create spaces that evolve and respond to real-time data. Design modular infrastructure that can easily incorporate future innovations.

Abstract: This study examines the transformation of learning spaces through the lens of arts-integrated professional development (Art TEAMs), providing empirical insights into the spatial and pedagogical affordances of post-digital education in the age of AI. Through systematic analysis of classroom observations and longitudinal implementation data collected between 2022 and 2024, researchers investigated the relationship between physical space configuration, pedagogical practice, and student engagement in technology-mediated learning environments. Findings reveal three critical dimensions of post-digital learning space design:

• spatial flexibility supporting diverse modalities of interaction (35.29% of observed sessions demonstrated highest-level implementation of adaptive spacing),
• technological integration enabling seamless transitions between digital and analog engagement (32.35% achieving integration-level implementation), and
• zones of cognitive engagement supporting metacognitive development through visual and spatial affordances.

The research documents significant correlations between spatial configuration and instructional effectiveness, particularly in supporting what we term “modal fluidity” – the capacity for learning environments to facilitate rapid transitions between individual reflection, collaborative engagement, and technology-mediated interaction. Case study analysis of high-implementing classrooms reveals specific design principles that support this fluidity, including:

• Modular furniture systems supporting rapid reconfiguration
• Dedicated zones for individual, small group, and whole class activities
• Integrated digital display and collaboration spaces
• Areas for physical making and experimentation

These findings contribute to emerging frameworks for post-digital learning environment design while providing practical guidance for educational architects and administrators. The study suggests that effective post-digital learning spaces for the age of generative AI must move beyond simple technology integration to create holistic environments supporting diverse modes of cognitive engagement and social interaction.

Learning Objectives:

1. Analyze the empirical relationship between spatial configuration and pedagogical effectiveness in post-digital learning environments through interaction with research results.
2. Integrate contemporary frameworks of modal fluidity with technological affordances, examining how spatial design supports diverse cognitive engagement patterns in contemporary educational settings.
3. Develop research-informed design solutions that facilitate seamless transitions between individual, collaborative, and technology-mediated learning experiences.
4. Deploy smart environmental controls responding to learning activities.