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Flexible and Inclusive Learning Spaces in the Age of AI and XR

Ryder and Okana present a collaborative exploration of how educational spaces can be designed to embrace technological transformation while remaining inclusive, adaptable, and future ready.

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Preface

As architects and educators, we are at a pivotal moment in shaping future learning environments. Artificial Intelligence (AI), smart infrastructure, and Extended Reality (XR)—used here as an umbrella term for Augmented Reality (AR) and Virtual Reality (VR) in line with Rauschnabel, Felix [2]—are already influencing how education is delivered. The schools we design today will serve learners over the next 60 years, and while they are unlikely to become obsolete, failing to consider emerging technologies risks missing important opportunities to diversify the delivery of education, increase equity for learners, and create more accessible environments for learners with special educational needs and disabilities (SEND), who may benefit from adaptive and immersive tools.

We also recognise that schools, trusts, and local authorities will likely adopt technology at different rates, leading to divergence rather than uniform transformation. Moreover, a future ready school is not defined solely by technology; preserving outdoor spaces, play, and social interaction remains essential, particularly as a counterbalance to growing screen exposure. Our challenge is to design environments capable of embracing innovation while protecting the social, physical, and human dimensions at the heart of education, as well as considering the Whole Life Carbon (WLC) impacts of continual retrofitting of spaces and increased energy use.

 

This document presents a collaborative exploration of how educational spaces can be designed to embrace technological transformation while remaining inclusive, adaptable, and future ready. Drawing on Ryder’s extensive experience in school design and stakeholder engagement across England and Scotland, and Okana’s expertise in digital learning environments and training, we offer insights into the spatial, technical, and pedagogical implications of integrating XR, and smart systems into schools. Working with computer science students from Northumbria University who do not approach this subject from the construction industry perspective, who have also looked globally to emerging trends. They have supported a literature review and provided blue sky thinking, from this different perspective.

We do not claim to have all the answers in this rapidly evolving field. However, through our combined thought leadership and practical experience, we are well placed to guide schools, local authorities, and stakeholders in navigating this complex landscape. Our goal is to help ensure that learning environments are not only technologically equipped but also equitable, engaging, and resilient.

The following sections detail contributions from our Ryder and Okana integrated team:

Dr John Naylor, Senior Researcher – A history of technology in schools
Dr Fadi Castronovo, Digital Consultant – Immersive learning and pedagogical research
Grant Sellars, Principal – Architectural strategies for future learning environments
Andrew Johnson, Associate – Developing AI expertise within the classroom
Sean Bayly, Newcastle University KTP – ‘Expert in the Loop’ and context AI in schools

Okana, part of Ryder, is a digital transformation consultancy for the built environment. Okana brings together the significant expertise and track record of BIM Academy and Ryder Alliance, under a single identity, helping organisations globally to define, deliver and embed digital transformation. To find out more, visit www.okana.global

As schools continue to embrace digital transformation, advanced technologies are reshaping teaching, learning, and the design of educational spaces. These innovations offer exciting opportunities for engagement and personalisation, but they also raise important considerations around energy use and impact.

In this document, we are considering the following technologies:
AI servers – A requirement for cloud learning and analytics.
Motion capture cameras – Used in classrooms to allow groups to engage together in XR activities, in lessons such as geography, history and performing arts.
Sensor tracking systems – For attendance, safety, and environmental monitoring.
Student performance tracking and generative AI tools – Software which enables personalised learning and automated grading.
Interactive tables – Large touch sensitive surfaces for collaborative learning.
360° VR sport – Immersive VR for physical education.
Automated environmental controls – Smart lighting, heating, and ventilation, reducing operational energy use.
XR technologies (AR/VR) – Technologies to enhance lessons with immersive experiences, and moderate energy and carbon impact.
Interactive boards – Digital displays replacing whiteboards.
AI microphones – Voice recognition and analytics.

The impact of these on the architecture, energy use, and carbon emissions vary widely. Thoughtful integration along with training ensures that students and staff benefit from enriched learning environments. Ultimately, the convergence of AI, inclusive technology, and responsive architecture offers a path toward truly equitable education. By designing schools as adaptive ecosystems – where space, technology, and pedagogy work together – educators can better meet the needs of every learner, while addressing privacy concerns. This approach not only supports academic achievement but also promotes wellbeing, independence, and inclusion at every level of the school experience. This is the basis of the Ryder and Okana approach to these challenges.

In October 2025, we presented our insights at the Education Estates Conference in Manchester to industry, clients and Government delegates. The following document collates these insights, drawn from voices from our team, to zoom into key themes across this topic. Together, we explore how technology can enhance learning outcomes, provide new revenue streams for schools, support diverse educational needs – and create environments that are open, collaborative, and prepared for the future.

NU acknowledgement

As part of this research, Ryder collaborated with Northumbria University as part of their Computing Live Projects module to support second year computer science students. Between February and May 2025, students conducted a literature review and provided key insights into the future of emergent technologies within learning environments.

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