In this paper we argue that sustainable learning spaces in higher education are inclusive, varied, flexible and innovative. Furthermore, to teach in these learning spaces, university teachers need to develop a “didactic spatial competence” (DiSCo). Based on a research overview (Leijon & Tieva, 2021) and a position paper (Leijon, Malvebo & Tieva, 2021), we will discuss what research tells us about how learning spaces in a postpandemic university could support student learning and teachers pedagogic design. 

The research overview focused on patterns in the research field of learning spaces in higher education between 2009-2021. The following themes emerged from the research literature: scientific ground and proven experience, learning, physical and virtual campus, collaboration, varied environments (flexible, innovative and hybrid), inclusion and didactic spatial competence. In the presentation we will discuss the consequences for the design of future learning spaces in higher education as well as the challenge of creating learning spaces that are sustainable, not so much from an environmental point of view, but for learning.  As a point of departure, we use the concept of sustainable learning as a process of continual renewal and professional development: It involves ongoing, purposeful, responsive and proactive learning; the learner effectively builds and rebuilds her or his knowledge and skills base as circumstances change (Hays & Rainders, 2020, p. 30). One way to contribute to university teachers design for sustainable learning processes in a variety of learning spaces is to support teachers to develop a “didactic spatial competence” (DiSCo). DiSCo is grounded in theoretical perspectives on didactics, spatiality and competence. We define DiSCo as: Based on proven experience and science to have the ability to plan and design teaching and learning in a variety of learning spaces; to implement teaching and earning, act and react in a variety of learning spaces and to evaluate, reflect and transform both pedagogy and the learning space.  DiSCo concerns planning for teaching and learning in a variety of learning spaces that support pedagogical ideas. A teacher on the way to DiSCo critically reflects over and uses affordances and meaning potential in various learning spaces, and has both agency and competence to act and react during teaching and learning. A teacher with DiSCo can use a learning space in a meaning-making process together with students. 

Discussion & results

 In the presentation we will discuss how DiSCo as a model can be used at different levels to support professional teachers to design, reflect, and transform teaching for learning in a variation of learning spaces. DiSCo could also serve as a tool for a teacher to build arguments for the design of sustainable learning, not based only on a personal practice, but grounded in science and proven experience. On a macro level DiSCo highlights how teaching and learning spaces are crucial resources for teachers as professional change agents in the ongoing development of learning spaces in higher education.