The purpose of this paper is to address the question on how teachers can become (even) more innovative in entrepreneurship education, in terms of how learning environments are designed. A learning environment can be defined as the interplay between pedagogical, social, and spatial, dimensions and how teachers design these dimensions (cf. Hansson, 2022; Leijon, et al., 2022). By addressing didactical questions as well as outlining a specific methodology on how a design process can be outlined, this paper contributes to a better understanding of how spatial conditions can enable and support enhanced student learning. Also, this paper contribute with inputs for facility development as means for enabling teachers design of learning environments.
Drawing upon a university-wide pedagogical development project, this paper outlines a set of room and activity diagrams and a frame for designing learning environments that can be put into practice in terms of learning environment design. The implications from this paper serve as a foundation for developing learning environments, enhancing teachers’ didactical spatial competence and from that also provide inputs for renovation of current facilities as means for innovative entrepreneurship education.