Innovare gli Ambienti di Apprendimento tra Progetto e Uso

Participatory approaches to the design of learning environments are widely acknowledged in academic research and promoted by international organisations, yet they remain only partially implemented in practices. In this context, the Ambiente Scuola research group at Politecnico di Milano (DAStU) focuses on supporting school communities in innovating learning environments through the evaluation of spaces and patterns of use. Collaboration with the Department of Human Sciences for Education at the University of Milano-Bicocca has strengthened the theoretical and methodological framework by aligning spatial evaluation with educational objectives. This paper presents a research experience promoted by the Council of Europe Development Bank (CEB), in collaboration with INDIRE, focusing on the Post-Occupancy Evaluation (POE) of a newly built Primary School in Milan. Proposed by the Municipality of Milan, this case served as a pilot application of the Constructing ducation Framework, a four-phase model designed to enhance the effectiveness of school infrastructure investments by integrating architectural design and educational goals. POE represents the final phase to assess whether completed school buildings effectively support educational objectives. The research pursued three objectives: 1. to evaluate the school’s performance in relation to design goals and expectations for innovation and to foster reflective dialogue with teachers; 2. to re-elaborate findings as lessons learned to inform future planning and monitoring of school building programmes; 3. to develop and test a coherent, effective, and potentially replicable POE methodology. The primary school premises include flexible learning spaces alongside shared facilities designed for extended use beyond school hours. POE was conducted during the second year of operation through interviews, observations, questionnaires, and structured feedback sessions involving school staff and municipal representatives. Results show generally positive outcomes, including increased enrolment, high staff satisfaction, and intensive use of the gym, alongside critical issues related to operational management, indoor environmental comfort, and the partial mismatch between spatial potential and teaching practices. Overall, the pilot confirms POE’s value as a tool for dialogue between design, management, and use, supporting shared knowledge production and more informed, evidence-based public policies in educational infrastructure. Consolidating this pilot into a structured and replicable model, could enable the Municipality of Milan to capitalise on the acquired know-how and strengthen its innovation programmes through an evidence-based approach to educational infrastructure investment.