This study explores how the design and use of classroom environments influence the learning experience of secondary school students. Building on existing literature, the research established a framework of four design categories—Essential, Supportive, Aesthetic, and Functional—comprising sixteen design and use elements. Satisfaction, motivation, and productivity were identified as the most suitable indicators, and the empirical analysis showed these dimensions to be strongly interrelated, forming one integrated construct of the student learning experience. The central research question is: How does the design and use of classroom environments influence the learning experience of secondary school students?
Using a mixed-methods approach, two contrasting case studies were analysed through five classroom observations, student surveys (n = 173) and reflective teacher interviews. Results revealed significant correlations between design elements and student experience, with spatial clarity, visual appearance, and emotional support emerging as particularly influential. Conversely, poor environmental quality and limited flexibility and comfort consistently undermined outcomes.
The findings highlight a clear hierarchy: securing baseline essentials of comfort and flexibility is indispensable, while aesthetic and supportive features enrich learning only when these foundations are in place. Classrooms thus act as active determinants—functioning as a “third teacher” that shapes student performance and wellbeing.