The project investigates the needs for learning environments in 2035 and how you can design that learning environment future-proof. The project has 2 results, theoretical design guidelines and a design tool. The theoretical guidelines are based on a multitude of factors that have been collected through literature research, interviews and observation. These factors may or may not have a connection with each other. By investigating these relations, 11 clusters have emerged. By linking these clusters to each other, looking for connections, fitting and measuring, trial and error, I created a framework. The framework is filled with patterns that influence behavior, interaction and engagement in educational situations, which led to types of spaces, so called typologies. Naming and grouping these patterns provides designers with guidelines that enable them to shape future learning environments through an organised yet flexible approach.

At the core of the typologies are 12 types that represent relevant actions in the learning environment of 2035. For example: exploring or sharing perspectives. To make these actions spatial and demonstrate how every action can be executed in different ways, for each action, 5 to 6 archetypes are connected to it. An archetype embodies a space or object that everyone has an idea or experience with, but at the same time everyone has their own interpretation of it, for example a cafe. The archetypes capture qualities and the actions of users. The archetypes serve as adaptable design references, offering insights into how different spatial arrangements can foster diverse educational experiences.

Building on this research, the second part of the project translates the framework into a tangible design tool: a card set that facilitates ideation, discussion, and creative exploration. This project is executed for Triomf Design, their designers are the main stakeholder for the design of the card set. Triomf approaches projects dynamically and intuitively. The tool encourages designers to experiment with spatial concepts and interactions. An interaction vision, inspired by children collaboratively building with Lego blocks, was used to define six key interaction qualities, ensuring that the tool fosters engagement and adaptability.

The card set comprises 18 archetypes and the corresponding actions, presented in a visually engaging format. To encourage playful exploration, each card has a unique shape, color-coded action labels, and visualisations that balance guidance with interpretive freedom. The imperfect fit of the shapes emphasise that there is no single “right” solution. This design invites users to interact physically with the cards, experimenting with arrangements and combinations to spark creativity. By incorporating both product and interaction qualities, the tool helps users think beyond literal representations, encouraging more intentional and innovative spatial designs.

Together, the framework and design tool offer a structured yet adaptable approach to shaping future learning environments. The framework provides a theoretical lens for understanding the typologies, while the card set translates these insights into a tool that supports designers throughout different stages of the design process. This dual approach ensures that educational spaces remain flexible, engaging, and responsive to future learning needs.