Territory and learning: a review of educational design and spatial justice

Abstract

This article presents a critical review of the literature on the intersection of education, territory, and the built environment, with an emphasis on contemporary approaches that view space as an active agent of learning. Through the analysis of recent research (2020–2024), four thematic axes are identified: pedagogies of territory, spatial design as a pedagogical mediator, ethical dimensions of the built environment, and epistemological gaps in the field. The reviewed studies highlight the value of situated pedagogical practices, the potential of participatory design, and the need to integrate frameworks of spatial justice, intersectionality, and sustainability. However, there is a predominance of cases from the Global North, poor articulation between disciplines, and limited incorporation of critical perspectives in educational architecture. A research agenda is proposed aimed at promoting inclusive, culturally contextualized, and socially engaged learning spaces. This work seeks to contribute to the dialogue between architecture, pedagogy, and territorial studies, inviting us to imagine spaces that not only teach, but also care, listen, and transform.