Call for papers SPECIAL SECCTION: Building the spaces of the future in Higher Education Institutions

08-04-2025

image call for papers- Spaces of future

Keywords: Higher education, training space, technology, digitalisation, interdisciplinarity, interdisciplinarity

Coordinated by:

Publication of the issue: March 2026.

Deadline for the reception of contributions: 31/10/2025

 

INTRODUCTION:

The future of Higher Education is shaped by the implementation of new pedagogical methodologies and the increasing use and diversification of technology. However, the physical spaces where these developments take place are not evolving at the same pace. This thematic section aims to foster reflection from an interdisciplinary perspective, integrating pedagogical, architectural, and technological viewpoints. These three pillars serve as the foundation for reimagining learning environments and understanding their impact on knowledge construction.

Sustainability plays a crucial role in this transformation. Universities are adopting environmentally friendly practices, such as constructing energy-efficient buildings, installing solar panels, and implementing rainwater collection systems. They should also adopt strategies that ensure the sustainability of emerging technologies before implementing them. These initiatives not only reduce the environmental impact but also serve as a model for the academic community.

From an architectural perspective, the design of classrooms and university campuses is increasingly oriented toward inclusion and meaningful student learning. Since courses follow different methodologies, adaptable spaces may be needed to accommodate diverse teaching approaches. Learning is no longer confined to traditional classrooms; instead, the entire campus can be utilized as a learning environment. University architecture is evolving into an active element that fosters creativity and knowledge acquisition. Campuses are integrating collaborative spaces, green areas, and relaxation zones, prioritizing accessibility and student well-being.

In the field of technology, recent advancements in digital tools—particularly the emergence of generative artificial intelligence and its growing use in academic settings—have enabled the adoption of innovative educational methodologies. These technologies facilitate instant access to vast information sources and allow for the personalization of learning processes. However, integrating these technologies sustainably presents key challenges, such as enhancing usability while making technology "invisible," ensuring privacy protection, addressing obsolescence, and promoting the appropriate use of digital tools in each educational context.

From a pedagogical standpoint, traditional classrooms should be transformed into flexible, multifunctional environments that can adapt to diverse teaching approaches. While primary and secondary education have already begun analyzing the impact of learning spaces, this debate is still emerging in higher education. The incorporation of active learning methodologies, diverse teaching modalities (face-to-face, hybrid, and online), and an increasing variety of technological resources necessitate a rethinking of learning environment design and organization. Ensuring that technology remains seamlessly integrated into classroom spaces, creating adaptable and customizable environments, and aligning spatial design with pedagogical planning highlight the fundamental role of educational strategy in shaping learning experiences.

In conclusion, architecture in higher education is evolving to address the challenges of the 21st century. The combination of innovative pedagogy, flexible spaces, technological integration, and sustainability is redefining university campuses, transforming them into dynamic environments that foster collaboration, creativity, and student well-being. The future of higher education will depend on developing spaces that support innovation and continuous learning.

Topics or lines of interest:

  • Spaces that foster interdisciplinarity (both analog and digital) to promote knowledge generation.
  • The singularization of learning environments.
  • Integration of technology, particularly AI-based tools, into educational spaces.
  • Redesign and creation of learning spaces. Adaptability, flexibility, personalization, and inclusion.
  • Applying a gender perspective to the design of educational spaces.
  • Evaluating the impact of spaces on the educational process.
  • Maximizing technological usability for seamless integration.
  • The campus as a generator of learning experiences—learning beyond the classroom.
  • Space and meaningful learning.
  • Interdisciplinary learning environments.



Important deadlines: 

 

  • Initial date for submitting paper: 01/05/2025
  • Submission deadline: 31/10/2025
  • Publication of the special issue: March 2026

 


PROFILE OF THE EDITORS

Jordi Duch Gavaldà
https://0000-0003-2639-6333  

 Associate Professor and Director of the Department of Computer Engineering and Mathematics at Universitat Rovira i Virgili, Tarragona. Specialist in applied computing for health, education, and social systems. Researcher at the consolidated research group Alephsys: Algorithms Embedded in Physical Systems.

Mercè Gisbert Cervera
https://orcid.org/0000-0002-8330-1495 

Full Professor in the Department of Pedagogy at Universitat Rovira i Virgili, Tarragona. Specialist in Educational Technologies. Principal Investigator of the consolidated research group ARGET: Applied Research Group in Education and Technology. Coordinator at URV of the Interuniversity Doctorate in Educational Technology (UM, UIB, UdL, URV).

Roger Miralles Jori
https://orcid.org/0000-0001-6377-5493 

Associate Professor and Director of the Higher Technical School of Architecture at Universitat Rovira i Virgili, Tarragona. Specialist in late 19th and early 20th-century architecture. Principal Investigator of the consolidated research group PATRIARQ.

 

GUIDELINES FOR AUTHORS AND SUBMISSION OF CONTRIBUTIONS

Original contributions will be accepted in Spanish or English in one of the following formats:

  • Reports of research or extension projects.
  • Descriptions of evaluated and contrasted innovation experiences, with the potential to be transferred to other contexts or situations.
  • Essays or systematic theoretical reviews.

The length of the papers should be between 5,000 and 7,000 words, including the abstract and bibliographical references.

Publication rules: manuscripts must be submitted following the regular structure of the Edutec Journal available at: http://www.edutec.es/revista/

Contributions should be sent through the management system, selecting the special section: Building the spaces of the future in higher education institutions (http://www.edutec.es/revista/).

Last call for the reception of manuscripts: 31/10/2025

Editorial process: Submitted manuscripts will be under revision following established criteria for published manuscripts (editorial board and blind review). Once the Editorial Board has completed all the admission procedures, authors will receive anonymous scientific evaluation reports informing on their acceptance or rejection. More information about the review process and its communication is available at: http://www.edutec.es/revista/

Quality Index: EDUTEC journal is indexed in the main databases, directories and evaluation systems of specialized journals. More information about indexations is available at:  https://edutec.es/revista/index.php/edutec-e/indexacion

INTRODUCTION:

The future of Higher Education is shaped by the implementation of new pedagogical methodologies and the increasing use and diversification of technology. However, the physical spaces where these developments take place are not evolving at the same pace. This thematic section aims to foster reflection from an interdisciplinary perspective, integrating pedagogical, architectural, and technological viewpoints. These three pillars serve as the foundation for reimagining learning environments and understanding their impact on knowledge construction.

Sustainability plays a crucial role in this transformation. Universities are adopting environmentally friendly practices, such as constructing energy-efficient buildings, installing solar panels, and implementing rainwater collection systems. They should also adopt strategies that ensure the sustainability of emerging technologies before implementing them. These initiatives not only reduce the environmental impact but also serve as a model for the academic community.

From an architectural perspective, the design of classrooms and university campuses is increasingly oriented toward inclusion and meaningful student learning. Since courses follow different methodologies, adaptable spaces may be needed to accommodate diverse teaching approaches. Learning is no longer confined to traditional classrooms; instead, the entire campus can be utilized as a learning environment. University architecture is evolving into an active element that fosters creativity and knowledge acquisition. Campuses are integrating collaborative spaces, green areas, and relaxation zones, prioritizing accessibility and student well-being.

In the field of technology, recent advancements in digital tools—particularly the emergence of generative artificial intelligence and its growing use in academic settings—have enabled the adoption of innovative educational methodologies. These technologies facilitate instant access to vast information sources and allow for the personalization of learning processes. However, integrating these technologies sustainably presents key challenges, such as enhancing usability while making technology "invisible," ensuring privacy protection, addressing obsolescence, and promoting the appropriate use of digital tools in each educational context.

From a pedagogical standpoint, traditional classrooms should be transformed into flexible, multifunctional environments that can adapt to diverse teaching approaches. While primary and secondary education have already begun analyzing the impact of learning spaces, this debate is still emerging in higher education. The incorporation of active learning methodologies, diverse teaching modalities (face-to-face, hybrid, and online), and an increasing variety of technological resources necessitate a rethinking of learning environment design and organization. Ensuring that technology remains seamlessly integrated into classroom spaces, creating adaptable and customizable environments, and aligning spatial design with pedagogical planning highlight the fundamental role of educational strategy in shaping learning experiences.

In conclusion, architecture in higher education is evolving to address the challenges of the 21st century. The combination of innovative pedagogy, flexible spaces, technological integration, and sustainability is redefining university campuses, transforming them into dynamic environments that foster collaboration, creativity, and student well-being. The future of higher education will depend on developing spaces that support innovation and continuous learning.

Topics or lines of interest:

  • Spaces that foster interdisciplinarity (both analog and digital) to promote knowledge generation.
  • The singularization of learning environments.
  • Integration of technology, particularly AI-based tools, into educational spaces.
  • Redesign and creation of learning spaces. Adaptability, flexibility, personalization, and inclusion.
  • Applying a gender perspective to the design of educational spaces.
  • Evaluating the impact of spaces on the educational process.
  • Maximizing technological usability for seamless integration.
  • The campus as a generator of learning experiences—learning beyond the classroom.
  • Space and meaningful learning.
  • Interdisciplinary learning environments.



Important deadlines: 

 

  • Initial date for submitting paper: 01/05/2025
  • Submission deadline: 31/10/2025
  • Publication of the special issue: March 2026

 


PROFILE OF THE EDITORS

Jordi Duch Gavaldà
https://0000-0003-2639-6333  

 Associate Professor and Director of the Department of Computer Engineering and Mathematics at Universitat Rovira i Virgili, Tarragona. Specialist in applied computing for health, education, and social systems. Researcher at the consolidated research group Alephsys: Algorithms Embedded in Physical Systems.

Mercè Gisbert Cervera
https://orcid.org/0000-0002-8330-1495 

Full Professor in the Department of Pedagogy at Universitat Rovira i Virgili, Tarragona. Specialist in Educational Technologies. Principal Investigator of the consolidated research group ARGET: Applied Research Group in Education and Technology. Coordinator at URV of the Interuniversity Doctorate in Educational Technology (UM, UIB, UdL, URV).

Roger Miralles Jori
https://orcid.org/0000-0001-6377-5493 

Associate Professor and Director of the Higher Technical School of Architecture at Universitat Rovira i Virgili, Tarragona. Specialist in late 19th and early 20th-century architecture. Principal Investigator of the consolidated research group PATRIARQ.

 

GUIDELINES FOR AUTHORS AND SUBMISSION OF CONTRIBUTIONS

Original contributions will be accepted in Spanish or English in one of the following formats:

  • Reports of research or extension projects.
  • Descriptions of evaluated and contrasted innovation experiences, with the potential to be transferred to other contexts or situations.
  • Essays or systematic theoretical reviews.

The length of the papers should be between 5,000 and 7,000 words, including the abstract and bibliographical references.

Publication rules: manuscripts must be submitted following the regular structure of the Edutec Journal available at: http://www.edutec.es/revista/

Contributions should be sent through the management system, selecting the special section: Building the spaces of the future in higher education institutions (http://www.edutec.es/revista/).

Last call for the reception of manuscripts: [date]

Editorial process: Submitted manuscripts will be under revision following established criteria for published manuscripts (editorial board and blind review). Once the Editorial Board has completed all the admission procedures, authors will receive anonymous scientific evaluation reports informing on their acceptance or rejection. More information about the review process and its communication is available at: http://www.edutec.es/revista/

Quality Index: EDUTEC journal is indexed in the main databases, directories and evaluation systems of specialized journals. More information about indexations is available at:  https://edutec.es/revista/index.php/edutec-e/indexacion