Reimagining education spaces: the role of classroom design in active learning in girls' secondary schools in Riyadh with a user-centric approach and participatory design.

The research uses a single-case approach to investigate a classroom with a design pattern replicated in all Saudi schools, making the findings relevant to many other school buildings. </div><div><br></div><div>The study contributes to knowledge by demonstrating the application of a participatory design approach in the Saudi educational context and by generating transferable insights from an in-depth case study of a commonly replicated classroom design.

Data collection methods include ethnographic observations of the classroom supported by classroom surveys. They also involve participatory design workshops (both evaluative and generative) and interviews with Ministry of Education architects. The findings reveal that the traditional design of these classrooms is inadequate for supporting active learning.</div><div><br></div><div>Therefore, evidence-based recommendations have been made to develop learning environments that align with the goals of active learning and the broader objectives of Vision 2030, which focus on empowering women and girls and promoting innovative, stimulating education.

Accordingly, the research recommends incorporating participatory design into the architectural and interior design of schools to create inclusive and vibrant learning environments that enhance learning experiences and outcomes.</div><br><i>Thesis is embargoed until 31 December 2029.</i>