The Education Spaces Forum 2026 highlights the need for educators and designers to collaborate from the outset to create learning environments that respond to the needs of students and teachers 

Dubai, Oct 1, 2026: The Education Spaces Forum 2026, hosted by VS Furniture Middle East in collaboration with Education Design International, brought together educators, designers and industry leaders to explore the future of learning environments. The event was held from September 29–30, 2026, at the Mövenpick Grand Al Bustan in Dubai. 

Among the speakers were Prakash Nair, architect and Founding President of Education Design International, and Anna Hasper, educator and researcher, bringing perspectives from educational design and teaching practice.   

A need for collaboration was at the heart of the forum based on the understanding that a successful learning environment cannot be designed through a design lens alone.  

In the 20th century, schools were built in a traditional way, and their purpose was to serve an industrial-era pedagogy. Contemporary education demands a shift in how schools are built. Collaboration areas, maker spaces, project-based learning and digital literacy are all aspects that have changed how learning environments are designed. Learning environments should accommodate different learning modes throughout the school day.  

Research increasingly highlights the relationship between the physical learning environment and how students engage, collaborate and learn. A 2025 study examining design education environments found that adaptable layouts, ergonomic furniture, lighting and other environmental factors can play an important role in supporting creativity, collaboration and skill development.  

According to The Third Teacher, a book developed by OWP/P Architects, VS Furniture and Bruce Mau Design, the first teacher is the parents, the second is the educators and the third is the learning environment.   

Yet educators are often forgotten during the design phase, or rather included at the last stage, after the most important decisions have already been made. Educators understand how learning happens, while designers understand how physical spaces can support it. Both perspectives matter.  

This need for collaboration was the driving idea behind Education Spaces Forum 2026.  

“For me, the value of the forum went beyond discussing innovative spaces. It reinforced the importance of bringing different perspectives into the same conversation. Educators understand the realities of teaching and learning, while designers have the expertise to translate educational needs into physical environments,” says Hiba Sharfi, Head Of Marketing – MENA Region, VS Furniture Middle East.  

Creating better learning environments should not begin with choosing furniture, colours or layouts. It should begin with understanding the people who will use those spaces, she says.  

“When educators and designers collaborate from the beginning, we move beyond classrooms that simply look good towards environments that genuinely support teaching and learning,” adds Sherif. 

Growing evidence  

Research demonstrates that the physical environment influences students’ learning experiences. A University of Salford study examined 153 classrooms across 27 primary schools, involving 3,766 students. The findings suggested that classroom design factors accounted for approximately 16% of the variation in students’ learning progress. The researchers identified three important areas: naturalness, including light and air quality; individualisation, including flexibility and a sense of ownership; and appropriate levels of stimulation, including colour and visual complexity.  

These findings indicate that effective learning environments require more than visual appeal. Design decisions should respond to how students learn and how teachers use their spaces.  

The conversations at Education Spaces Forum 2026 highlighted an important question: how can we ensure that learning environments are designed around the people who actually use them? 

“The answer starts with collaboration. Educators should not be invited into the design process simply to approve decisions that have already been made. Their experiences, challenges and understanding of how students learn should help shape those decisions from the beginning. Equally, designers bring valuable expertise in translating educational needs into spaces that are functional, adaptable and inspiring.  

“As we continue to rethink the future of education, perhaps we should also rethink how we approach the design process itself,” says Sherif.