NW 20: Innovative methodologies in formal and non-formal educational diverse learning environments

Network
NW 20. Research in Innovative Intercultural Learning Environments

Title
Innovative methodologies in formal and non-formal educational diverse learning environments

Abstract
As learning environments grow increasingly diverse, there is an urgent need to rethink both pedagogy methodologies and the design of learning spaces. This call invites contributions exploring how wider notions of diversities can be integrated into innovative methodologies and intentionally designed physical, digital and hybrid environments. Current research, including NW20 insights, highlights the importance of flexible, learner-centred spaces that foster collaboration, autonomy and multimodal engagement. Responsive and inclusive methodologies are essential for supporting diverse learners from a wider perspective. We seek studies examining how innovation, participation and spatial design intersect to transform learning across formal and non-formal diverse educational contexts.

The Call
As educational landscapes become ever more complex—with learners from varied cultural, cognitive, linguistic and social backgrounds—the need to innovate both pedagogy and the design of learning spaces is urgent. This special call invites contributions that examine how diversity from a boarder perspective can be embraced and leveraged via innovative methodologies and intentionally designed learning environments across formal and non-formal contexts.

Current research in innovative learning environments—including insights from the NW20—highlights that learning spaces (whether physical, digital or hybrid) must be flexible, learner-centred and purposefully aligned with pedagogical intentions. Studies reveal that rethinking spatial design is essential for fostering collaboration, autonomy and multimodal engagement (Rindenow, 2025; Bautista, 2025). Innovative methodologies should therefore be tightly connected to the affordances of learning spaces and supported by inclusive leadership that encourages participation, community and action (Bhuttah et al., 2024).

Understanding diversities requires methodologies that are responsive, creative and sensitive to learners’ varied modes of expression. Chicken et al. (2024) emphasise the need to attend to both “voice” and “silence” in participatory research—using approaches inspired by Reggio Emilia.These insights show that in diverse contexts, methodologies must be reflexive, inclusive, material-sensitive and attuned to subjectivities within learning spaces.

The design of innovative learning spaces is also closely linked to issues of accessibility and technology. Evidence indicates that digital infrastructures can meaningfully support learners with diverse needs when they are built around adaptability, accessibility and multimodality (Navas-Bonilla, 2025). However, technology must be critically and inclusively designed to avoid reproducing inequities (Samaniego López, 2025). Methodologies that embrace materiality, relationality and spatial affordances offer promising avenues for understanding how teaching and learning unfold within these environments (Sasson, 2022). Moreover, Sivarajah’s review of innovative teaching methods (2019) underscores how innovations such as flipped classrooms, audience-response systems and distance learning can extend pedagogical reach across diverse learning profiles.

Diversity also reshapes how educators interpret and enact inclusive pedagogy. Teachers often express commitment to inclusion but face structural tensions that hinder implementation (Moriña & Orozco, 2021). Tailoring instruction for diverse learner profiles remains a crucial pedagogical challenge that demands flexible, adaptive and personalised approaches (Goyibova, 2025). Active, student-centred methodologies have shown particular benefits for engagement and learning in heterogeneous classrooms (Dixit et al., 2024), while interdisciplinary collaboration strengthens the development of inclusive pedagogical innovation (Yermakova, 2025).

We welcome submissions that examine innovative methodologies, learning-space design, co-creation processes, inclusive digital practices, community-based approaches and evaluation frameworks that advance equity and participation. Contributions may be case study, empirical, conceptual, methodological or practice-based and with a focus on how diversities, innovation and spatial design intersect to transform learning environments in formal and non-formal educational settings.

Contact Person(s)
Carmen Carmona
Carmen.carmona(at)uv.es

References
Ainscow, M. (2020). Promoting inclusion and equity in education: Lessons from international experiences. Nordic Journal of Studies in Educational Policy, 6(1), 7–16. https://doi.org/10.1080/20020317.2020.1729587

Bautista, G. (2025). Smart learning spaces considering the integration of teaching, architecture and technology. Learning Environments Research. https://doi.org/10.1007/s10984-025-09551-2

Bhuttah, T. M., Qureshi, F., Abid, M. N., & Sharma, S. (2024). Enhancing student critical thinking and learning outcomes through innovative pedagogical approaches in higher education: The mediating role of inclusive leadership. Scientific Reports, 14, 24362. https://doi.org/10.1038/s41598-024-75379-0

Chicken, S., Tur Porres, G., Mannay, D., Parnell, J., & Tyrie, J. (2024). Questioning ‘voice’ and silence: Exploring creative and participatory approaches to researching with children through a Reggio Emilian lens. Qualitative Research, 24(1), 3–20. https://doi.org/10.1177/14687941241234299

Moriña, A., & Orozco, I. (2021). Understanding inclusive pedagogy in primary education: Teachers’ perspectives. Educational Studies, 47(2), 137–154. https://doi.org/10.1080/03055698.2019.1670139

Navas-Bonilla, C. R. (2025). Inclusive education through technology: A systematic review of practices and technologies supporting students with diverse needs. Frontiers in Education, 10. https://doi.org/10.3389/feduc.2025.1527851

Rindenow, E. (2025). Teaching and learning in new spaces: The pedagogy-suited learning space approach. New Zealand Journal of Educational Studies, 60(1), 53–68. https://doi.org/10.1080/2331186X.2025.2560615  

Samaniego López, M. V. (2025). Technologies in inclusive education: Solution or challenge? Pedagogies: An International Journal, 20(3), 345–359. https://doi.org/10.3390/educsci15060715