This thesis examines how TU Delft could adapt its study places in generic educational buildings to meet current and future demands. This research is done through a literature review and an examination of three
representative cases at TU Delft and in-depth, semi-structured interviews.

Despite the expectations of a pandemic-induced shift to online learning, this research emphasises the continued significance of a high-quality on-campus environment. Findings reveal a surplus of study places, urging qualitative enhancements, especially in aspects like community feeling.

Future prospects suggest a move towards interdisciplinary learning, requiring a diverse mix of study places. Recommendations encompass effective scheduling and smart campus tools, redefining quality parameters for study places, and creating adaptive learning environments. The findings advocate for a balanced approach, accommodating both quiet, focused study places and dynamic, socially engaging meeting places.

In conclusion, TU Delft is advised to holistically adapt study places, integrating quantitative and qualitative insights, as detailed in the lessons learned from the general educational buildings.