How Innovative Learning Environments Are Related to Student Achievement: Evidence from TIMSS and OECD School User Surveys
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| Title: | How Innovative Learning Environments Are Related to Student Achievement: Evidence from TIMSS and OECD School User Surveys |
|---|---|
| Language: | English |
| Authors: | Tigran Shmis (ORCID |
| Source: | Review of Education. 2026 14(1). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 25 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Secondary Education |
| Descriptors: | Foreign Countries, Educational Innovation, Educational Environment, Achievement Tests, Elementary Secondary Education, Science Achievement, Mathematics Tests, Mathematics Achievement, International Assessment, Science Tests, Teaching Methods, Outcomes of Education, Classroom Design, Space Utilization, Instructional Innovation, Equal Education, Access to Education, Student Development |
| Geographic Terms: | Russia |
| Assessment and Survey Identifiers: | Trends in International Mathematics and Science Study |
| DOI: | 10.1002/rev3.70155 |
| ISSN: | 2049-6613 |
| Abstract: | The study examines the relationship between the innovative use of learning environments and student achievement by integrating data from the Trends in Mathematics and Science Study (TIMSS) and the OECD School User Survey (SUS) conducted in Russia. The research utilizes self-assessment questionnaires completed by students, teachers, and school leaders to analyze how classroom design, spatial flexibility and school climate interact with teaching methods and influence learning outcomes in mathematics and science. In addition, qualitative case evidence illustrates how teachers adapt and reconfigure spaces, demonstrating their agency in shaping learning environments. Findings indicate that (i) the learning environments in terms of physical and non-physical characteristics explain up to ¾ a year of learning effect in TIMSS 2019, (ii) despite growing interest in flexible and modern classroom designs, traditional classroom setups with fixed seating and teacher-centred instruction remain dominant in most schools and (iii) the effect of the modern teaching approaches by teachers, who utilize diverse teaching styles and apply spatial layout changes during teaching, reaches up to one and a half years of learning in TIMSS 2019. The actual implementation of flexible layouts and innovative teaching practices is still limited. However, students who experience more innovative teaching methods--such as collaborative group work, project-based learning, and team teaching--tend to have higher learning gains, and the effect is consistent regardless of socioeconomic backgrounds. The study concludes that modernizing school infrastructure and supporting teachers in using these spaces and applying innovative pedagogy are essential for improving educational outcomes. It emphasizes the need to prioritize these efforts in disadvantaged communities to ensure equitable access to quality education and to support the holistic development of all students. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1504129 |
| Database: | ERIC |
| Abstract: | The study examines the relationship between the innovative use of learning environments and student achievement by integrating data from the Trends in Mathematics and Science Study (TIMSS) and the OECD School User Survey (SUS) conducted in Russia. The research utilizes self-assessment questionnaires completed by students, teachers, and school leaders to analyze how classroom design, spatial flexibility and school climate interact with teaching methods and influence learning outcomes in mathematics and science. In addition, qualitative case evidence illustrates how teachers adapt and reconfigure spaces, demonstrating their agency in shaping learning environments. Findings indicate that (i) the learning environments in terms of physical and non-physical characteristics explain up to ¾ a year of learning effect in TIMSS 2019, (ii) despite growing interest in flexible and modern classroom designs, traditional classroom setups with fixed seating and teacher-centred instruction remain dominant in most schools and (iii) the effect of the modern teaching approaches by teachers, who utilize diverse teaching styles and apply spatial layout changes during teaching, reaches up to one and a half years of learning in TIMSS 2019. The actual implementation of flexible layouts and innovative teaching practices is still limited. However, students who experience more innovative teaching methods--such as collaborative group work, project-based learning, and team teaching--tend to have higher learning gains, and the effect is consistent regardless of socioeconomic backgrounds. The study concludes that modernizing school infrastructure and supporting teachers in using these spaces and applying innovative pedagogy are essential for improving educational outcomes. It emphasizes the need to prioritize these efforts in disadvantaged communities to ensure equitable access to quality education and to support the holistic development of all students. |
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| ISSN: | 2049-6613 |
| DOI: | 10.1002/rev3.70155 |
