Teacher training as a driving force and support for the transformation of school spaces

This paper focuses on teacher training as a strategy to improve learning environments and support innovation in schools. The study is part of the Erasmus+ Co-ILE research project, coordinated by the University of Cyprus. The Co-ILE project involves thirty schools across five countries in a professional development pathway based on the “Train the Trainer” model, aimed at preparing teachers as facilitators of Innovative Learning Environments (ILEs) within their own school communities. Within this framework, primary school teachers from Cyprus, Spain, Italy, and Latvia participated in a three-day training programme held at the Politecnico di Milano. This contribution specifically analyses Module 3 of the “Train the Trainer” programme, entitled “Co-creation of ILE through a collaborative approach at the school level,” developed by the Politecnico di Milano in collaboration with the University of Milano- Bicocca. The module aimed to promote design thinking, collaborative approaches, and co-design practices linking pedagogy and school physical environment. It was organised as a laboratory-based activity inspired by architectural and teacher education practices. Participants worked in international groups on three simulated school scenarios based on real contexts. Each scenario integrated spatial, social, administrative, and pedagogical dimensions through floor plans, images, and teaching situations. The activities developed through brainstorming, collaborative reflection, and co-design tasks supported by shared templates and feedback sessions. The paper discusses the methodological framework of the module and analyses the outcomes of the group activities, highlighting both the opportunities and challenges teachers encountered in translating pedagogical objectives into spatial solutions. The results suggest that design thinking and collaborative training approaches can support teachers in reflecting on and improving learning environments within their school contexts.