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The study analyses two examples of so-called open air schools in Czechoslovakia in the interwar period – a Czech and a Sudeten German example of “new education”. The article presents selected examples of school reform as a place of “new education” and analyses their architecture with regard to the educational concept, the problem of education of the “new man” within the framework of life reform and with regard to the architectural conception and arrangement of the space intended for learning. The text analyses both the “external” form of the school building and the “internal”  architecture of the educational thinking of the main protagonists of both school reform examples – Eduard Štorch and Karl Metzner. The analysis of the examples of school reform is carried out in the socio-political context of Czechoslovakia in the interwar period and in the context of the efforts to reform the school architecture at the beginning of the 20th century and in the interwar period in Central Europe.

Changes in learning environments are pivotal when schools and local organizations embark on educational partnerships. Local organisations offer specialized knowledge to schools and, as classes move out schools, the contribution of the physical setting is crucial and central to understand the didactical potential of learning outside school. Therefore, we explore how local organizations exploit their specific physical settings and the materials in situ for educational purposes and how they bridge the gap between their specialized knowledge and students’ general academic knowledge and prerequisites. Through our case study, we found that teaching outside school has the capacity for the exemplary in teaching, but this widely depends on educators’ didactics and their ability to relate learning content to the physical setting and materials in situ.

Recently, the World Bank (2023–2024) conducted a comprehensive feasibility study to assess the potential of implementing open-school models for adolescents aged 12 to 16 from nomadic, refugee and internally displaced populations from countries on the Fragility, Conflict and Violence (FCV) list, with particular focus on the following five countries from the Sahel region: Burkina Faso, Mauritania, Chad, Mali and Niger. The study employed a mixed-methods approach combining desktop research and quantitative assessments to gather data from diverse contexts, including remote and conflict-affected areas while exploring appropriate technological solutions and Artificial Intelligence (AI) applications. The findings present a compelling case for adopting and scaling open-school models to provide inclusive educational opportunities for crisis-affected adolescents, highlighting that participatory, learner-centred approaches foster ownership and motivation among learners. At the same time, culturally relevant curricula contribute to increased retention and improved learning outcomes. The study identified key implementation factors, including community engagement, comprehensive teacher training, contextually relevant learning materials and strategies for overcoming logistical and infrastructural barriers in remote areas, demonstrating how these models could help FCV countries progress toward Sustainable Development Goal 4 (SDG 4) by addressing the significant barriers marginal groups face in accessing traditional education systems.

A Good Little School pays homage to Jefferson County Open School, a public school of choice with a thirty-year history of providing an alternative education for students in K-12. Chronicled in this book are the personal experiences and anecdotes of teachers, parents, and students within the school, and how their contributions make it unique. In so doing, these reflections demonstrate to others that there is more to education than conventional subject areas such as math and reading. Also examined are the ways in which the school preserves the core elements that support the students’ best personal, social, and intellectual interests. These self-reflective accounts create a learning environment with humanity at the center, giving students the skills necessary to lead compassionate lives.

This article focuses on empirically analyzing the final products designed by 147 academics from 11 countries who participated in an international open education movement workshop by answering the research questions “What are the techno-pedagogical components of the products designed by the participants to encourage the open educational movement? and what practice of the open educational movement is being executed?” The article starts with a conceptual basis that describes the concepts of Active learning, Education 4.0, Complex Thinking and Open Education. It presents (1) the case study methodology on which this research is based, (2) two case studies on open education, (3) a game-based intervention proposal to support instructors in training university students in complex thinking skills based on Education 4.0 technologies and game-based learning principles, (4) and a discussion of the findings and opportunities for further work in the area. The findings of this study reveal that (A) the use of emerging and 4.0 technologies in initiatives of the open education movement continue to increase; (B) most of the open education initiatives designed by academics participating in the workshops were focused on the production of OER; and (C) inclusive access to education and continuing professional development of teachers is a constant concern addressed in open education initiatives. The results of this research suggest that training and development interventions implying the creation or design of open education initiatives should focus on encouraging all kinds of open education practices (i.e. use, production, dissemination and mobilization).

Finnish education has recently experienced reforms with respect to guidelines forming the curriculum framework for basic education and school architecture. Since 2016, all new schools incorporate open and flexible design, at least to some extent. The more open school design challenges the conventional organisation of space and pre-defined structures and interaction practices. This study investigates how teachers both adapt and are affected by new demands for pedagogy, team teaching and teacher-student relationships. Interview data of 21 teachers of six modern schools are reviewed through thematic analysis. The new school layouts provided some incongruence with the teachers' aims and their preferred practices. Although many teachers were dissatisfied with the new or remodelled space solution, they felt that their school had developed as a learning community, with improved collegiality, and good experiences of team teaching had increased. Shared vision, open discussion, commitment and enough time for preparation had helped in adaptation. Lacking arguments behind school transformation and the dismissal of ideas of school design hindered adaptation. This study suggests that teachers should have a greater voice in the school design process, and the needs of learners should be carefully considered, ensuring optimal physical and pedagogical context for effective and collaborative learning.

This article reports on an exploratory case study that applied the Community of Inquiry framework in the K-12 Philippine setting, where there are limited studies on blended learning interactions and experiences. The study examined blended learning interactions across three schools in the Philippine K-12 system to investigate the following: (1) what is the nature of interactions in the blended learning classes? and (2) how do the interactions indicate learning communities as outcomes of blended learning? A mixed method approach to data collection was undertaken, which included student surveys, focus group discussions, teacher interviews, and class observations. The constant comparative analysis uncovered thick descriptions of blended learning interactions. Findings uncovered three themes on blended learning across levels of interactions within the Community of Inquiry presences: (i) best of both worlds, (ii) learning anytime and anywhere, and (iii) learning with technology. Descriptive statistics indicated high mean ratings across the presences, revealing positive experiences afforded by the use of various technologies and social media. The study concluded that learning communities are an outcome of blended learning interactions. A Developmental Model for K-12 Blended Learning Communities was recommended to inform teacher professional development on pedagogies and practices supportive of learning community building in contexts where blended learning may continue to thrive.

This study investigates school dropout, particularly the shift to open high schools in Türkiye during the pandemic, through a multi-stakeholder lens. Using grounded theory, data was collected via semi-structured interviews with 12 students, 15 teachers, and 20 school administrators. Results reveal a model linking themes: predictive reasons for transferring to open high school, both pandemic-related and unrelated, positive/negative consequences of the transition, pandemic’s impact on formal education continuity, essential open high school skills, and strategies to reduce such preferences. Findings highlight the sway of exam-focused education on open high school interest, regardless of COVID-19, and emphasize the need for equitable education amidst Türkiye’s pandemic challenges. Theoretical implications may infer the necessity of approaching school dropout as a multilayered dynamic issue within the cultural context. The implications also may convey the significance of policies and systems not only to reduce the rates of school dropout but also critically unpack underlying reasons to make improvements.

Background Schools and preschools have largely remained open in Norway throughout the pandemic, with flexible mitigation measures in place. This contrasts with many other high-income countries that closed schools for long periods of time. Here we describe cases and outbreaks of COVID-19 in schools and preschools during the academic year 2020/2021, to evaluate the strategy of keeping these open with infection prevention control measures in place. Methods In this descriptive study, the Norwegian Institute of Public Health initiated systematic surveillance for COVID-19 cases and outbreaks in schools and preschools in October 2020. Data was compiled from the national outbreak alert system VESUV, municipality websites, and media scanning combined with the national emergency preparedness register Beredt C-19. An outbreak was defined as ≥ 2 cases among pupils or staff within 14 days at the same educational setting. Settings were categorized as preschool (1–5-years), primary school (6–12-years), lower secondary school (13–15-years) and upper secondary school (16–18- years). We reported the incidence rate among preschool and school-aged pupils and gave a descriptive overview of outbreaks and included cases per educational setting. Results During the whole academic year, a total of 1203 outbreaks in preschools and school settings were identified, out of a total of 8311 preschools and schools nationwide. The incidence of COVID-19 in preschool- and school-aged children and the rates of outbreaks in these settings largely followed the community trend. Most of the outbreaks occurred in primary schools (40%) and preschools (25%). Outbreaks across all settings were mostly small (median 3 cases, range 2 to 72), however, 40 outbreaks (3% of total) included 20 or more cases. The larger outbreaks were predominantly seen in primary schools (43%). Conclusions We observed few large outbreaks in open schools and preschools in Norway during the academic year of 2020/2021, also when the Alpha variant was predominant. This illustrates that it is possible to keep schools and preschools open even during periods of high community transmission of COVID-19. Adherence to targeted IPC measures adaptable to the local situation has been essential to keep educational settings open, and thus reduce the total burden on children and adolescents.

This paper describes a post-occupancy evaluation of a school building in Iceland that combines open and confined spaces, designed for manifold pedagogical approaches and multiple uses. The school was built for students at the primary and lower secondary school levels and serves a neighborhood still under construction in a coastal town about 40 km from Iceland’s capital area. The building will be an essential part of a larger complex, constituting the heart of its neighborhood, including a compulsory school tied into a preschool, a public library, sports facilities, and a site for local events. Our aim was to map how plans for this innovative learning environment have succeeded, as viewed by practitioners and students. Several research interviews with leaders of the building project and a method called pedagogical walk-throughs were used to collect data. Four focus groups of teachers, teaching assistants, and students were asked to review selected sections of the building. The results serve to show the strengths and weaknesses of the design, as perceived by participants, as well as commend the methodology applied. They provide insights and considerations of value for anyone involved in the design and application of educational spaces.