The modern understanding of the learning environment definition is that the factors that influence learning situations form a complex and dynamic system,in which a change in one learning factor induces a change in other factors and ultimately in the teaching-learning practice implemented. Teachers' interpretations of the learning environment have a visible imprint in the school space (e.g. classroom layouts, organisation of group formation, spatial locations of the link between formal and informal learning units). Here, the fields of environmental psychology and educational science are interconnected, because according to our theory, pedagogical factors are linked to the teacher's understanding of space and this often determines the effectiveness of a given lesson, influences the learning paths of students and may even limit the implementation of constructive pedagogy It may thus be important to explore how teachers in different institutions interpret learning-learning spaces and how they are affected by them and how they incorporate this interpretation into their pedagogical practice.

The aim of our cross-sectional research is to investigate the personal interpretations of teachers patterned descriptions of the spatial-ergonomic aspects of personal pedagogical perceptions and to compare structured observations. Our main research question is how patterns that can be described in pedagogical practice and pedagogical moments are related to teachers' and students' use and interpretation of space. We also aim to shed light on the aspects that may be key learning shaping factors in the learning environment. The space processes and environment of schools are also determined by legal regulations, through mandatory architectural and public health standards, which implicitly influence the practice of space use in schools.In our study, we will also carry out a comparative analysis of these factors in different types of schools.

The interconnection between pedagogy and the use of space in all schools can be described around the world. By examining this, we can identify many spatial specificities, cultural characteristics and methodological gaps that will allow further school development. 

For the study, we are recruiting teachers from schools in the capital city with different educational approaches , and participation is voluntary. (public school, foundation school, primary school, secondary school, etc.), and participation is voluntary. The interviews took place at the school of the teacher. We conducted semi-structured interviews with the participants, recorded the audio material, and asked the participants to draw a mental map (draw a picture of the school spaces and mark on it the spaces of pedagogical importance) From the interview transcripts, we used content analysis to identify the elements where the built environment could have an impact on teacher motivation and well-being. The interiors of the buildings were captured in photographs (which does not include people), and structured observations were also made of the arrangement of objects and spaces within each institution. During the observation, we recorded the teacher's pedagogical moments on template floor plans, so that we could get an idea of the spatial specificities of the space's activities (e.g. she always goes to the classroom blackboard when giving out tasks). For the structured observation we used a self-developed data recording sheet. And the grounded theory research methodology was used in the research.

The data collected during the study are currently being processed, so no concrete results can be described yet. From the preliminary data analysis and our experience, it appears that the spatial situation of frontal teaching is so decisive that the teacher starts from this spatial situation when teaching. For group work, the teacher always changes something in the spatial arrangement. The layout of the schools and classrooms determines in most cases the daily practice of the teacher and the students (e.g. the non-movable blackboard makes any written task frontal; the furniture of the classroom limits the movement of the teacher and the students, thus compromising individual reflection).

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