An Innovative Educational Environment (IEE) is defined in this research as the result of the combination of innovative space designs and innovative teaching and learning practices. As highlighted by Mahat et al. (2018), only when these phenomena are successfully combined does innovative learning occur in the educational environment. Therefore, a design may be considered “innovative,” but it only becomes an IEE when teachers and students teach and learn innovatively within it.

For innovative learning environments to be successful, it is fundamental for teachers to be collaborative and equally successful, contrasting with the traditional model of school education (Kvan, & Fisher, 2020). Innovative learning space designs are intended to facilitate a wide range of flexibility in teaching. As noted by Mahat et al. (2018), these spaces can be categorized into typologies with design appropriate to their purposes, providing a structure that facilitates a wide range of teaching and learning styles.

The concept of learning environments arises from psychological, sociocultural, and pedagogical influences that have altered the way we perceive the learning context and the roles of the teacher and student within it (Mahat et al., 2018). According to Osborne (2016), an innovative learning environment can be described as the complete context, involving physical, social, and pedagogical aspects, in which learning is conceived to occur. Its physical design exemplifies a set of ideal principles, with the interaction between these principles and the physical entities that embody them being the most crucial aspect.

Key characteristics often highlighted in the literature to define learning environments include those that emphasize the student, through flexibility in physical space and adaptability in pedagogical practice, as well as personalized learning, collaboration, real-world skill development, technological potential, and preparation for the future (OECD, 2006). Innovative learning environments can be broadly characterized “by the transformations they promote in teaching and learning practices” (Saltmarsh et al., 2015, p. 316).

According to research conducted by the European Commission, Directorate-General for Education, Youth, Sport and Culture (2018), there is evidence pointing to successful schools transforming their practices to establish clear and detailed internal strategies. Articulating a shared vision and precise plans help organize implementation processes, ensuring the sustainability of educational innovation. The sustainability of innovation materializes when there is greater engagement of people with common goals and achievements. To this end, it is crucial to identify the school’s needs, establish a clear direction to be followed, and provide feedback and reflection throughout the process.

As highlighted by Akram et al. (2022), teachers’ individual perceptions and convictions play a fundamental role in the effective integration of technology, shaping their pedagogical decisions on how to incorporate it into their teaching practices to meet the demands and learning needs of the 21st century. Teachers tend to prefer technological tools that harmonize with their existing pedagogical strategies and visions, which strongly link technology use to their perspectives on the nature of teaching and learning in the classroom.

According to Herring Watson e Rockinson-Szapkiw (2021), educators at all educational levels demonstrate considerable resistance in the adoption and authentic, active application of technology to promote students’ critical thinking. Much of the integrated educational technology does not significantly contribute to facilitating genuine, active learning.

Considering the information presented in the literature, it becomes imperative to understand teachers’ perceptions regarding physical and virtual spaces in teaching practice. The research specifically seeks to answer the question: Which aspects of teachers’ perceptions regarding physical and virtual space in teaching practice have the most significant impact on promoting effective educational practice? By addressing this question, the study aims to identify essential elements that positively influence the integration of technology and the design of dynamic learning environments, ultimately shaping more effective educational practices.

Teachers play a central role in creating and implementing innovative pedagogical practices. Their perceptions and personal beliefs shape their decisions on how to incorporate technology into teaching to meet the learning demands of the 21st century. Teachers’ perceptions of physical and virtual space also directly impact the design and use of learning environments. Understanding their preferences and needs regarding the design and use of these spaces is essential to ensure they are designed to promote a wide range of teaching and learning styles, as well as facilitate collaboration and personalized learning.

Finally, teacher education is essential. The sustainability of educational innovation largely depends on teacher engagement and support. Identifying their needs, providing feedback and reflection throughout the implementation process, and ensuring a shared vision are fundamental aspects to ensure that innovative practices are sustainable and have a lasting impact on the educational environment.

The study was conducted at a public institution in southern Brazil that offers regular education starting from the end of primary, secondary, and high school courses. The sample consisted of 54 participating teachers. The research focuses on answering the central question: Which aspects of teachers’ perceptions regarding physical and virtual space in teaching practice have the most significant impact on promoting effective educational practice?

To explore this, a quantitative approach was employed, using a Likert-scale questionnaire adapted from existing frameworks to gather data on teacher perceptions. The questionnaire Beliefs about Teaching and Learning, developed by Meirink et al. (2009) and Admiraal et al. (2013), was employed in this study. Permission was obtained from the original authors to translate and adapt the instrument. While the original questionnaire consisted of two parts—35 items with a Cronbach’s Alpha of 0.910 and 45 items with a Cronbach’s Alpha of 0.861—this study utilized a smaller, adapted version. For the purposes of this smaller-scale investigation, only 13 questions were selected from the original instrument. These questions were chosen to focus on themes such as collaborative practices, the use of educational spaces, and barriers to innovation. The adapted questionnaire was validated using the Statistical Package for the Social Sciences (SPSS).

The adaptation and creation of items took into consideration the theoretical framework, such as Steel and Andrews (2012), Savina (2019), Mahat et al. (2018), Dovey and Fisher (2014), among others. The items from both parts of the questionnaires were grouped into variables from 1 to 5, with 1 - “completely disagree" and 5 = “completely agree.” The meaning for alternatives 2, 3, and 4 varies on the scale mentioned between 1 and 5. The reliability of the questionnaire was verified with 18 teachers from the institution, who were not part of the group of 54 respondents to the questionnaire. The survey was conducted from April to May 2021.

For data analysis, the analysis of perceptions and attitudes using percentages and frequencies is justified by the nature of ordinal qualitative data, where responses represent degrees of agreement or disagreement. Frequencies and percentages clearly show the distribution of responses and allow for a direct visualization of trends and variations in attitudes. Frequencies detail the proportion of responses for each category, facilitating the identification of nuances and patterns in perceptions (Boone, & Boone, 2012).

During the quantitative phase of the research, it was essential to investigate teachers’ perceptions regarding physical and virtual space in teaching practice. To obtain a clear understanding of the sample’s composition, it was chosen to explore propositions that addressed these specific aspects. Next, data and a brief discussion of the items are presented.

In item 1, “I believe that movable, flexible storage furniture in the classroom is ideal for teaching,” the option “often” is 3 with 35.2 %, followed by 5 with 31.5 %. Option 4 obtained 24.1 %. 2 had a percentage of 7.4 %, and 1 remained at 1.9 %. In item 2, “the physical space of the classroom, the way my school presents it, is the best option,” option 3 remained with the highest percentage, at 42.6 %. Options 4 and 2 obtained 20.4 % each. 1 obtained 11.1 %, and 5 reached 5.6 %.

In item 3, “I believe that educational spaces, like the physical classroom, should be inviting, attractive, and comfortable,” option 5 was the most selected, representing 61.1 %. Options 4 and 3 received 22.2 % and 16.7 % respectively. 2 and 1 did not receive selections from teachers. In item 4, “educational spaces, such as the virtual classroom, must be well-structured and organized,” 61.1 % of teachers selected option 5. Options 4 and 3 received 25.9 % and 13 % respectively. Options 2 and 1 did not receive any responses.

In item 5, “the space of the classroom, whether physical or virtual, is relevant to mediate social configurations and interactions for collaborative transformation of students,” option 5 obtained 42.6 %, followed by option 4 with 37 %. 3 and 2 received 18.5 % and 1.9 % respectively, but 1 did not receive responses. In item 6, “a fun and pleasant space can increase student productivity and interaction,” 5 was the most selected option with 50 % of responses. 4 and 3 obtained 27.8 % and 16.7 % respectively. Options 2 and 1 received 3.7 % and 1.9 % in this order.

In item 7, “the architecture and furniture of the classroom, depending on their organization, can promote collaboration and sharing of multiple technologies,” 53.7 % marked option 5, followed by option 4 with 27.8 %. 3 and 2 received 16.7 % and 1.9 % respectively. Option 1 was not marked by the teachers. In item 8, “I believe it is important to integrate the virtual space (Moodle/AVA) in the classroom and in school planning,” 44.4 % marked option 5, followed by 3 with 27.8 %. Option 4 received 25.9 % and 2 obtained 1.9 %. 1 did not receive responses.

In item 9, “the use of the virtual space (Moodle) should be constant and continuous in the classroom and school planning,” the highest frequency occurred in variable 3 with 37 %. Option 5 obtained 33.3 %, and option 4 remained at 27.8 %. Option 2 received 1.9 %, and option 1 did not receive responses.In item 10, “it is important to articulate between the physical and virtual space (Virtual Learning Environment), as both spaces support participation and sharing of learning experiences,” option 5 obtained 50 %, followed by 4 with 20.4 % and 3 with 25.9 %. Option 2 received 3.7 %. Option 1 did not receive responses.

In Item 11, “in physical spaces, students engage in activities such as research, class presentations, discussions guided by the need to relate data to context", option 4 received 38.9 %, followed by 5 with 35.2 %. 3 and 2 obtained 24.1 % and 1.9 %, respectively. 1 did not receive responses. In Item 12, “in online spaces, students evaluate and share their products, reflect and discuss the teaching process itself, and its connection to life experiences in the virtual world,” option 3 received more responses, with 33.3 %, followed by 4 with 27.8 %. Option 5 obtained 14.8 %, followed by 1 with 13 % and 2 with 11.1 %.

In Item 13, “the physical environment, such as walls and furniture, with digital tools and materials that support interactions between students, enhances face-to-face interaction and advances the collective wisdom of the class,” option 4 was most marked with 37 %, followed by 5 and 3 with equal percentages of 31.5 % for each option.

Next, it is possible to observe the evolution of the teachers’ perception (Picture 1). The analysis of the presented data reveals various perceptions of teachers about physical and virtual spaces in teaching practice. In item 1 – flexible and mobile furniture in the classroom, most teachers have a moderate view, with many not fully convinced of the benefits. This suggests uncertainty and ambivalence, possibly due to a lack of knowledge or practical experience with such furniture. In item 2 – physical space of the classroom, most teachers have a neutral view. This suggests uncertainty about the adequacy of the current physical space for teaching. There is a recognition that the pace may not be ideal, but without clarity on better alternatives.In item 3 – attractive and comfortable educational spaces, the majority strongly agree on the importance of creating inviting and comfortable learning environments, reflecting a unanimous perception that these factors are crucial for academic success.

In item 4 – well-structured and organized virtual spaces, most strongly agree on the importance of having organized virtual spaces, recognizing the importance of a well-structured online environment for effective teaching and learning.In item 5 – relevance of physical and virtual spaces in mediating social interactions, there is significant recognition of the importance of spaces in facilitating social interactions and educational transformations. This indicates a positive perception of the role of these spaces in promoting collaboration. In item 6 – pleasant space and student productivity, most believe that a fun and pleasant space can increase student productivity and interaction, reinforcing the importance of the physical environment in student performance.In item 7 ‒ classroom architecture and furniture, more than half of the teachers see architecture and furniture as factors that promote collaboration and technology sharing, underscoring the importance of a well-designed physical environment.

In item 8 ‒ integration of the virtual space (Virtual Learning Environments) in the classroom, most teachers recognize the importance of integrating the virtual space into the classroom context and school planning, highlighting the relevance of digital technologies in teaching. In item 9 – constant and continuous use of virtual space, there is uncertainty about the need for continuous use of the virtual space, although a significant proportion recognizes its potential. This suggests a need for greater reflection or practical experience with the constant use of these tools. In item 10 – articulation between physical and virtual spaces, half of the teachers see the integration between spaces as crucial for supporting participation and sharing learning experiences, highlighting the importance of an integrated approach. In item 11 – activities in physical spaces, a significant portion of teachers recognizes that students engage in activities such as research and presentation in physical spaces, showing an appreciation for active learning practices.

In item 12 – activities in online spaces, there is a mix of opinions on activities in online spaces, with a considerable portion of teachers undecided. This reflects uncertainty or lack of clarity about online teaching practices. In item 13 – physical environment with digital tools, most teachers believe that the physical environment equipped with digital tools improves the interaction and collective wisdom of the class, reinforcing the importance of a technology-enriched physical environment.

In general, the data indicates a generally positive perception of the importance of physical and virtual environments in teaching practice. There is a clear appreciation for attractive, comfortable, and well-structured environments, both physical and virtual, and a recognition of their role in promoting social interaction and academic success. However, there is notable uncertainty and ambivalence in some areas, especially regarding the continuous use of virtual space and the adequacy of the current physical space. When discussing restructuring physical spaces, it feels important to adapt classrooms to better meet the needs of modern teaching and learning. Investments in renovating classrooms to make them more flexible and comfortable, including acquiring mobile and adaptable furniture and involving architects and designers specialized in educational environments to optimize space usage, can make a significant difference. Additionally, the development of virtual learning environments to improve the structure and organization of virtual learning spaces is also essential. Implementing intuitive and well-organized digital platforms, providing technical and pedagogical support for both teachers and students, ensures these tools can be used continuously and effectively. The promotion of integration between physical and virtual spaces to foster an integrated approach that maximizes the benefits of both environments is crucial. Developing strategies and methodologies that combine face-to-face and online activities while promoting active student participation in both environments is key. For example, encouraging projects that use virtual space to complement activities conducted in the physical space can bridge the two. Finally, continuous research and reflection are necessary. Creating working groups and research teams to investigate best practices in the use of educational spaces within schools will help refine and adapt teaching and learning environments to better suit evolving educational needs.

The results provide valuable insights into the research question: Which aspects of teachers’ perceptions regarding physical and virtual space in teaching practice have the most significant impact on promoting effective educational practice? The study highlights the importance of flexible, inviting, and technology-integrated spaces, both physical and virtual, while also revealing areas where teachers feel uncertain or resist innovative practices. The findings underline the importance of fostering well-structured environments that promote collaboration and adaptability. The data presented reveal a variety of opinions, ranging from agreement to disagreement, regarding different aspects such as the usefulness of mobile furniture in the classroom, the relevance of physical and virtual spaces in promoting students’ social and collaborative interactions, and the integration of virtual space in school planning. The results also indicate areas of uncertainty and disagreement among teachers, highlighting the need for continuous research and discussion. The data reflect the complexity and diversity of teachers’ perceptions of the learning environment, highlighting the importance of a holistic and collaborative approach to designing and promoting effective learning spaces. Additionally, the findings advocate for a comprehensive approach to educational design, one that seamlessly integrates physical and virtual learning environments. Recommendations for flexible digital habitat designs and effective integration strategies emerge as pivotal pathways toward fostering enriching and inclusive educational experiences.