Reimagining Learning Spaces for the Future of Education 

Following the launch of the Thought Guide last year [add link], the Education Expert Panel, chaired by Cora Kwiatkowski, held an ambitious first meeting with a refreshed panel, setting out the agenda for the year that challenges conventional thinking about the role of education institutions in our communities and the future of learning itself. 

As London continues to grow and evolve, the question of how educational infrastructure serves our communities becomes increasingly important. Drawing on the NLA's six guiding principles, the NLA brought together education professionals, architects and construction industry professionals to explore how London's education environment can better serve the evolving needs of learners and communities, and what institutions can give back to London. 

Rethinking Education for an AI-Enabled Future 

A central theme emerged around the future purpose of education, particularly for young people entering an increasingly automated workforce. We debated whether the Department for Education curriculum should evolve beyond traditional subject-based learning to include approaches that prioritise interconnected thinking, problem-solving, soft skills and employability. 

We are aware that the Covid generation requires particular attention, with spaces, experiences and curricula designed to help bridge their unique education background. 

It is now also much harder for 18-24 year olds to get into employment as some simpler tasks, that were typically carried out by juniors, will now be taken on by AI.  We agreed that skills education must start in the early years, and flexible and adaptable physical spaces need to evolve accordingly. 

Schools as Community Hubs: Still an Untapped Resource 

Schools and their green spaces sit at the heart of communities. Like high streets, schools generate consistent daily footfall, yet remain underutilised after 3pm, at weekends and during holidays, when they could serve as important community anchors. 

We identified extended operating hours as a first step with breakfast and after-school clubs running from 8am to 6pm – mirroring nursery provision – to support working parents. However, funding remains the main challenge, with schools often forced to choose between running clubs and essential refurbishment. 

Therefore we recommend adopting a more commercial mindset: school cafés or shops serving parents and the wider community could follow models already successful in universities and Further Education colleges, where student-run catering establishments provide both services and training opportunities. 

Other opportunities within school estates for mixed-use community provision could include multi-functional spaces housing GP surgeries and dental practices, supporting NLA’s principle of focusing on health and wellbeing. Community libraries, meeting spaces and sports facilities-which are already more common-- could similarly serve dual purposes throughout the week. 

A significant obstacle was identified though in that the DfE does not directly manage estates, and community use agreements are often quite inflexible as usually set out during the design phase. This highlighted the need for coordinated action and partnership working – another core NLA principle. 

Bridging the STEM-Arts Divide 

We highlighted a growing divide between STEM and arts education, with several experts noting that some schools' heavy STEM focus can come at the expense of creative development, typically fostered by the arts. We agreed that understanding interconnectivity and embracing group working unlocks better creativity and innovation. 

Bringing tech-oriented students together with artists – coders with creators – will generate powerful outcomes in a world of work where creativity is increasingly recognised as essential. Yet arts subjects often struggle for support, partly because they are perceived as less commercially viable, and partly because music and creative subjects require specialist, space-intensive facilities. 

However, carefully designed facilities could serve multiple functions – recording studios doubling as podcast spaces, art studios enabling design thinking workshops, performance spaces hosting community events. This approach could both enrich the curriculum and strengthen the case for investment in creative space. 

Looking Ahead 

The panel is keen to explore these topics in conjunction with the Thought Guide through a series of roundtable discussions bringing together educationalists, data analysts, psychologists, education institutions and community stakeholders.  

We are also exploring the possibility of engaging with a school to test the principles outlined in the Thought Guide, helping them strengthen their role in the community while considering sustainable models for additional income generation.  

These conversations will examine the future of education across all levels – from nursery through university and lifelong learning.