The Effect of School Space on Pedagogical Practices and Students’ Learning Outcomes: A Review of Scientific Sociological Literature

School space is an important factor in the realization of educational work since it shapes the material conditions for the implementation of the educational process. The aim of this paper, which focuses on a review of contemporary sociological scientific literature, is to investigate and highlight the effect of school space on the shaping of pedagogical practices, as well as on the pupils' learning outcomes. Study and analysis of the content of research findings and relevant scientific papers reveal that school space is chiefly “mono-functional” and that both teachers and pupils remain caught up in the implementation of what are largely traditional pedagogical practices. School space clearly needs to be adapted to the new pupil-centered pedagogical methods, and this can only be achieved through the initiative and agency of the teachers. Finally, it is also clear that the pupils' learning outcomes are to a great extent linked to the position they occupy in the space within the school classroom.