Architecture scolaire au XXIe siècle. leviers conceptuels favorables à une meilleure articulation pédagogie-espace

The question of typologies and spatial arrangements within learning environments has existed since the foundations of the school, and is increasingly addressed today around the issue of educational success. This comparison raises a number of issues: to what extent is this interrelationship effective? How can we act conceptually to enable spaces to serve learning by facilitating it, or even by amplifying its potential? Based on typological analyses, online surveys, interviews and observations gathered using various complementary methods in France and Luxembourg, this thesis proposes to investigate the nature of the interrelationship between pedagogical practices and school spaces, with the aim of identifying the spatial concepts most likely to promote a harmonious articulation of these two entities.