The building of new schools in the city of Stockholm is and will be extensive. The new schools are built with innovative learning environments, featuring configurations of spaces in various sizes, with requirements for flexibility but also cost efficiency. Because new knowledge is required about how these innovative learning environments function, a large-scale post-occupancy evaluation study was carried out using the pedagogical walk-through tool, with focus on the inhabitants and the aim to revise the municipal school building program. A selection of students and mainly teaching staff in four newly built schools participated. The focus was on the physical environment and its strengths and weaknesses in relation to the pedagogical practice. Four previously identified key locations were investigated: team learning spaces, entrances, dining rooms and sports halls. Twelve pedagogical walk-throughs were carried out with a total of 51 adults and 31 students. Each walk-through took about two hours, and the participants initially filled out an individual assessment protocol based on possible activities in each space, positive and negative impressions, and suggestions for improvements. The individual assessment was followed by a focus group conversation that was recorded. The data analyses were informed by previous research studies, and the collected individual and group statements sorted into six categories: Flexibility, flow, interior design, sound environment, social environment, and visual environment. Important strengths and weaknesses regarding the physical learning environment and conditions for the environment to function well were identified. Spatial relationships, for instance, and in particular, the placement of doors, were considered important. Most or all spaces were intended as learning spaces and the need for social spaces for students had been underestimated, especially for older students. Different configurations of space, furniture, lighting, and technology were seen as more or less flexible, but careful consideration of the organization of flow of students and materials deemed especially important in these innovative learning environments, to avoid problems that make pedagogical practices harder to carry out. The results will inform future school building processes in Sweden and elsewhere.

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