Open Letter to the Aotearoa New Zealand Minister of Education
11 Dec 2025
Thursday 11 December 2025
The Honourable Erica Stanford
Minister of Education
Aotearoa New Zealand Government
Copy to: Aotearoa New Zealand and Australian education leaders, government partners, sector organisations, media, Learning Environments Australasia members and the wider Learning Environments Australasia community
Supporting Aotearoa New Zealand Educators
and the Evidence for Innovative Learning Environments (ILEs/MLEs)
Dear Minister Stanford,
Thank you for recently sharing Aotearoa New Zealand’s plan for education at the CIS event at NSW Parliament. We were glad to attend, as the room was filled with people who care deeply about achieving the best outcomes for our young people, regardless of their country.
Learning Environments Australasia (LEA), the peak body for educators, architects, and designers across Aotearoa New Zealand, Australia, and Asia, writes to you out of deep respect for the mahi of Aotearoa New Zealand educators and in recognition that LEA proudly includes a strong, active, and highly regarded Aotearoa New Zealand membership.
As Aotearoa New Zealand reflects on the future of its learning environments, we want to provide clarity on the substantial research evidence across Aotearoa New Zealand and Australia demonstrating the positive impact of Innovative Learning Environments (ILEs) when spatial design is intentionally aligned with contemporary pedagogy.
This alignment is clearly established through multiple University of Melbourne ILETC studies, with significant contributions from Aotearoa New Zealand researchers, educators, and schools.
Evidence for Achievement, Motivation, and Deeper Learning
- Higher levels of student deep learning
Large-scale ILETC data from 822 Australasian school leaders shows that schools with flexible ILE spaces report significantly higher levels of deep learning than those with predominantly traditional classrooms. - More effective teacher mind frames and high-impact practice
ILEs are associated with teacher mind frames, based on the Visible Learning framework, that lift engagement, motivation, and achievement. - Increased student agency, motivation, and collaboration
ILETC findings show strong links between ILE use, agency, collaboration, and contemporary skill development. - Foundational learning maintained and deeper learning enhanced
Evidence shows ILEs do not compromise surface learning but significantly strengthen deeper conceptual learning. - Strongest impact when space, pedagogy, and mind frames align
ILEs are most effective when viewed as an ecosystem integrating practice, culture, pedagogy, and space.
Summary of Aotearoa New Zealand and International Evidence
A substantial body of Aotearoa New Zealand and international research confirms that when innovative learning environments are paired with purposeful contemporary pedagogy, students experience increased deep learning, stronger motivation, and improved achievement.
Evidence from ILETC, OECD reviews, and independent studies such as Barrett et al. (2015) demonstrates that well-designed learning environments measurably enhance teacher effectiveness, collaboration, and student outcomes.
ILETC studies show that when flexible spaces are aligned with deliberate pedagogy and teacher mind frames, students demonstrate higher levels of deep learning, agency, and collaboration. International research reinforces these findings, showing that classroom features such as lighting, air quality, flexibility, and ownership can explain meaningful differences in student academic progress.
OECD reports note that ILEs support deeper learning when paired with coherent leadership, assessment practices, and contemporary pedagogy. Aotearoa New Zealand studies similarly highlight improvements in engagement and collaboration, while noting that policy settings must support teacher professional learning and assessment approaches to maximise the benefit of ILEs.
Why This Matters for Aotearoa New Zealand
Aotearoa New Zealand has been a global leader in modern and innovative learning environments, and its educators and researchers have shaped the evidence used internationally.
The research consistently shows that achievement rises when ILEs are used well, student motivation increases, teachers collaborate more effectively, deep learning becomes more frequent, and learning is more personalised and future-focused.
Our Offer
LEA is prepared to assist the Government with access to the latest University of Melbourne ILETC research, connections to leading ILE schools across Aotearoa New Zealand and Australia,professional learning, and expertise in aligning pedagogy and spatial design. We also offer collaboration with Learning Environments Aotearoa New Zealand (LENZ).
We welcome the opportunity to contribute to this important national conversation and to ensure that tamariki and kaiako across Aotearoa New Zealand continue to thrive in environments designed for both today and tomorrow.
Ngā mihi nui
The Executive
Learning Environments Australasia
References
Barrett, P., Davies, F., Zhang, Y., and Barrett, L. (2015). The impact of classroom design on pupils’ learning, Building and Environment, 89, 118–133.
Imms, W., Mahat, M., Byers, T., and Murphy, D. (2019). Innovative Learning Environments and Teacher Change: Final Report.
Mahat, M., Bradbeer, C., Byers, T., and Imms, W. (2018). Innovative Learning Environments and Teacher Change: Key Concepts.
OECD. (2013). Innovative Learning Environments.
OECD. (2017). The OECD Handbook for Innovative Learning Environments.
Wilson, M. (2015). Investigating the effectiveness of Modern Learning Environments
Photography
Learning Environments Australasia 21st Annual Regional Conference, 2023, re:Activate generaing a city of learning, Christchurch | Ōtautahi,
Lightchasers. Photography
