Typology of Informal Learning Spaces (ILS) in Sustainable Academic Education: A Systematic Literature Review in Architecture and Urban Planning

Sarah Abdulkareem Salih (), Waleed Alzamil (), Ali Ajlan, Athira Azmi and Sumarni Ismail
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Sarah Abdulkareem Salih: Faculty of Design and Architecture, Universiti Putra Malaysia (UPM), Serdang 43400, Selangor, Malaysia
Waleed Alzamil: Department of Urban Planning, College of Architecture and Planning, King Saud University, P.O. Box 57448, Riyadh 11574, Saudi Arabia
Ali Ajlan: Department of Architecture & Building Science, College of Architecture and Planning, King Saud University, P.O. Box 57448, Riyadh 11574, Saudi Arabia
Athira Azmi: Faculty of Design and Architecture, Universiti Putra Malaysia (UPM), Serdang 43400, Selangor, Malaysia
Sumarni Ismail: Faculty of Design and Architecture, Universiti Putra Malaysia (UPM), Serdang 43400, Selangor, Malaysia

Sustainability, 2024, vol. 16, issue 13, 1-32

Abstract: Informal learning spaces (ILS) offer unique opportunities for students to interact and develop skills in a more social, resilient, and sustainable environment. However, there is a lack of a definitive typology for ILS and related design factors and outcomes. Therefore, this study aimed to identify the typology of ILS in academic education, including relevant design factors and positive outcomes from architectural and urban planning perspectives. A systematic literature review was conducted on articles published between 2004 and 2024 from four databases: Scopus, ScienceDirect, Emerald Insights, and IEEE Xplore. The included articles are in English and based on empirical data published in peer-reviewed journals, focusing on informal learning and its settings. A total of 37 full-text articles were included in the descriptive review, from which two categories and six types were identified: private indoor quiet space, semi-private/semi-public indoor space, public indoor space, public sustainable space, public outdoor space, and comprehensive space. The results also revealed seven categories of factors affecting these types of ILS: personal aspects, spatial design, physical settings, resources, social aspects, natural environment, and perceived environment. Furthermore, these ILS significantly contributed to five categories of positive outcomes: learning efficacy, socialisation, refreshment and relaxation, health outcomes, and sustainable development. Therefore, this SLR significantly contributed to the definition and typology of ILS in sustainable higher education.

Keywords: influencing design factors; informal learning spaces; typology of informal learning spaces; systematic literature review (SLR); social learning spaces; sustainable academic education (search for similar items in EconPapers)
JEL-codes: O13 Q Q0 Q2 Q3 Q5 Q56 (search for similar items in EconPapers)
Date: 2024
References: View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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