Students’ Perceptions of the Emotional Impact of Innovative Learning Environments

Abstract

This article presents a study that aimed to examine the impact of Innovative Learning Environments (ILEs) and student-centred approaches in students’ wellbeing. The study was carried out through an ad hoc questionnaire administered to 74 students from schools where teachers had received ILE training and were implementing related pedagogical changes. Descriptive analyses showed that positive responses exceeded 74% for most items, with higher results in areas such as responsibility, collaboration, and participation. In terms of wellbeing, students reported increased feelings of acceptance, motivation, satisfaction, creativity, security, and capability. Pearson correlation analyses revealed significant associations, indicating that motivated students felt happier and more satisfied with their classroom work; those who felt more capable reported greater attention, responsibility, satisfaction, and ease of learning; higher satisfaction was associated with opportunities to express emotions, and ease of learning correlated with both satisfaction and relaxation. Demographic data (gender and stage) were also analysed. In summary, the findings suggest that ILEs and student-centred approaches positively influence students’ wellbeing and academic experience, pointing to the value of innovative educational practices for enhancing both learning and personal development.