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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 0000-0003-0070-2486), Maria Ustinova, Dmitry Chugunov
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
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  Data: How Innovative Learning Environments Are Related to Student Achievement: Evidence from TIMSS and OECD School User Surveys
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  Data: <searchLink fieldCode="AR" term="%22Tigran+Shmis%22">Tigran Shmis</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0070-2486">0000-0003-0070-2486</externalLink>)<br /><searchLink fieldCode="AR" term="%22Maria+Ustinova%22">Maria Ustinova</searchLink><br /><searchLink fieldCode="AR" term="%22Dmitry+Chugunov%22">Dmitry Chugunov</searchLink>
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  Data: 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
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  Data: 10.1002/rev3.70155
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  Data: 2049-6613
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  Data: 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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        Value: 10.1002/rev3.70155
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      – Text: English
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      – SubjectFull: Foreign Countries
        Type: general
      – SubjectFull: Educational Innovation
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      – SubjectFull: Educational Environment
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      – SubjectFull: Achievement Tests
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      – SubjectFull: Space Utilization
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      – SubjectFull: Instructional Innovation
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      – TitleFull: How Innovative Learning Environments Are Related to Student Achievement: Evidence from TIMSS and OECD School User Surveys
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