DOI: 10.63612/ijesp.1852969 ISSN: 2718-1022

Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations

Muhammed Eken, Sevgi Demir, Kerim Gundogdu, Canay Aktaş
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In response to the shifting educational paradigms that emphasize active learning and 21st-century skills, the adoption of flexible, technology-integrated learning spaces has become increasingly critical. Grounded in the theory of educational change, this study aims to explore teachers' perceptions and lived experiences regarding the integration of FCL environments into centralized educational settings. The study addresses how teachers became aware of FCL classrooms, their motivations for participation, their experiences in establishing FCL environments, the challenges encountered, and the perceived effects of FCL practices on students. This research was conducted using a basic qualitative research design. The participants consisted of 17 primary school teachers in Türkiye who had experience working in FCL classrooms. Data were collected through semi-structured interviews and analyzed using content analysis. The findings indicate that teachers primarily became aware of FCL classrooms through in-service training programs, professional networks, digital platforms, and international experiences. Teachers’ motivations were mainly related to creating innovative and student-centered learning environments, supporting student development, and enhancing professional growth. The transformation process into an FCL environment emerged as a multi-stage and collaborative structure involving planning, physical redesign, accreditation, and community support. Teachers reported challenges in adapting the centralized curriculum to FCL environments, particularly related to time constraints and technological infrastructure. The findings suggest that FCL practices support students’ development of 21st-century skills and meaningful learning experiences. Policymakers and school administrators should therefore move beyond physical infrastructure and support continuous professional development and flexible curricula to ensure sustainability.

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