Learning space development and management in higher education: enactivist perspectives and embodied practices. A study from Norway

This study explores the development and management of campus learning spaces at the Norwegian University of Science and Technology (NTNU), focusing on the experiences and perspectives of the technical administrative staff at the Education Division's Unit for Learning Environment and Scheduling. While recent pedagogical paradigms emphasise flexibility, student-centred design, and the active role of materiality in learning spaces, implementation often falls short due to structural, financial, and