Classroom acoustic design standards have become increasingly important in recent years. As the primary modes of communication in the educational setting are speaking and listening, it is important that the acoustic environment be conducive for enhancing learning opportunities for teachers and students (Mealings, Buchholz, Demuth, & Dillon, 2015). On the other hand, teaching and learning in classrooms have evolved from teacher-centred educational approaches. Contemporary students are more socially-oriented, participatory, and independent (Deed, Lesko, & Lovejoy, 2014; Lomas & Oblinger, 2006). Teachers are now interacting in different ways—they collaborate, plan and work together (OECD, 2013). These in turn mean a more holistic approach for both teachers and students. The aim of this paper is to provide best practices scenarios in schools and additional acoustic parameters which better represent how acoustics are perceived by the users. These acoustic conditions go beyond the minimum standards and regulations of acoustic design of schools (see example of the United Kingdom’s Department of Education, 2015) in their respective school systems. An Activity Based Acoustic Design approach is highlighted which reflects user reality, and not on out-dated theory teacher-led situations. Such an approach facilitates the necessary learning and teaching activities and how these should be managed in order to support positive behaviour both from a student and teacher perspective. The three case studies—Witzenhausen school (Germany), De Werkplaatsschool (Netherlands) and Montserrat school (Spain)—provide exemplary practices which incorporate acoustic conditions that enable effective teaching and learning and are aligned to the educational and pedagogical aspirations of individuals and schools. They represent what is possible if a carefully considered activity based approach is taken. The paper makes a significant contribution to the theory, policy and practice of acoustics in the classroom. It provides empirical evidence that a considered approach to acoustic design, which is aligned to the educational aspirations of the school, can lead to a sustainable learning environment for teachers and students. Additionally, the paper, reflects not only on the role of educational research but also on the role of industry engagement and collaboration, in reforming education. In an era of burgeoning ‘knowledge economies’, such partnerships can ensure that the relationships between innovation in building design and educational practice can provide considerable value to students, teachers, their schools and communities, education systems, the wider public and in the field of education.

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