The COVID-19 pandemic in 2020 accelerated the integration of digital technologies in higher education, leading to a rapid transition to online learning. While this shift ensured continuity for many students, it also introduced challenges related to digital accessibility, engagement, and learning environments (UNICEF, 2020). The expansion of online, distance, and blended learning has blurred the boundaries between physical and digital learning spaces, necessitating a re-evaluation of how learning environments are structured. Recent research highlights that inadequate learning environments have negatively affected student participation since the pandemic (Baticulon et al., 2021; Kapasia et al., 2020).

In contemporary higher education, informal learning spaces (ILS) play a crucial role in enhancing student engagement, fostering inclusivity, and promoting academic success and well-being (Berman, 2020). While formal learning environments such as lecture halls and seminar rooms provide structured learning experiences, informal learning spaces—including libraries, student lounges, co-working areas, and digital platforms—offer flexibility, autonomy, and collaborative learning opportunities. However, the availability, accessibility, and inclusivity of these spaces vary significantly across institutions and student demographics, raising concerns about equity and student support in higher education.

This study is part of the international NIILS project, which was conducted between 2022–2024 across five European countries (Austria, Germany, Italy, Lithuania, and Turkey). The project aims to provide empirical data on informal and non-conventional physical and hybrid learning spaces used by higher education students from diverse social groups and to develop evidence-based recommendations and guidelines for learners, lecturers, university administrations, and stakeholders. The goal is to mitigate existing inequalities and promote technologically enhanced, inclusive informal learning environments that support student well-being and academic success in higher education.

Conducted as part of this NIILS (New Approaches for Inclusive Informal Learning Spaces) project, this research paper aims to provide empirical insights into how students and lecturers experience and utilize ILS and how universities can optimize these spaces to support diverse learners in Austria.

The study is guided by the following research questions:

1. How do students and lecturers perceive and utilize informal learning spaces?
2. How do informal learning spaces contribute to students’ academic performance, well-being, and sense of belonging?
3. What barriers to accessibility and inclusivity exist in these spaces, particularly for students from non-traditional backgrounds?
4. How can ILS be improved to cater student well-being, and foster inclusivity?

This research employs a mixed-methods approach, integrating quantitative survey data and qualitative focus group discussions, interviews, and walking interviews to provide a comprehensive analysis of students’ and lecturers' experiences and institutional perspectives on informal learning spaces. This paper is based on key findings in Austria emerged from two research components: 1. Country Context Analysis: This component examines institutional and national policies on informal learning spaces, assessing their alignment with higher education strategies in Austria. It includes interviews, focus groups, and a desk review of existing policies. 2. Users' Perspective Analysis: This component explores students’ experiences and engagement with informal learning spaces through an online survey conducted in an Austrian higher education institution. Sample Characteristics Quantitative Data: The survey was conducted with 115 students, with 37% identifying as female, 61% as male, and 2% as diverse or preferring not to disclose their gender. Over 75% of students reported experiencing at least one challenge such as economical, care responsibilities, geographical issues, etc. Qualitative Data: The focus group discussions and semi-structured interviews included 12 key stakeholders, such as university administrators, facility managers, student representatives, and public institution officials responsible for learning spaces and inclusivity.

The study highlights several key findings regarding the accessibility, impact, and institutional management of informal learning spaces in higher education. A major issue identified is the limited accessibility and awareness of these spaces, particularly among students from underrepresented backgrounds. Many students are unaware of the informal learning spaces available to them, and various barriers—such as restricted opening hours, space shortages, and long commuting distances—further limit their usage. Notably, nearly half of the students in the study travel over 200 km to campus, making the accessibility of these spaces even more crucial. The findings also emphasize the positive impact of informal learning spaces on student well-being and sense of belonging. Students who frequently use these spaces report higher levels of well-being and stronger interpersonal relationships. Collaborative learning spaces, in particular, play a significant role in enhancing social integration and peer interactions, which in turn lead to greater student satisfaction and engagement. From an institutional and policy perspective, both students and lecturers highlighted the need for a greater number of informal learning spaces. There is a particular demand for outdoor and hybrid spaces that effectively integrate physical and virtual learning environments. To address these challenges, universities should actively invest in creating accessible, flexible, and inclusive informal learning environments that cater to the diverse needs of students, ensuring better engagement and academic success.By addressing these challenges, Austrian universities can foster inclusive learning environments that align with European policy goals on equity, accessibility, and student engagement in higher education. The findings will be discussed from a comparative European perspective based on the data from other countries, offering a broader understanding of best practices and future directions for informal learning spaces in higher education.

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