Distinguishing the Dimensions of Learning Spaces: A Systematic Literature Review


  • Rosaria Lagrutta University of Basilicata
  • Daniela Carlucci University of Basilicata, Potenza
  • Francesco Santarsiero 
University of Basilicata, Potenza; LUM University, Casamassima (BA)
  • Giovanni Schiuma LUM University, Casamassima (BA)
  • Antonio Lerro University of Basilicata, Potenza




learning environment, learning space, knowledge dynamics, management, systematic literature review


Nowadays, public and private organisations appear increasingly committed to fostering the skills necessary to deal with the challenges of the current scenario. From this perspective, public and private organisations are developing new spaces for learning. The notion of learning space draws its origin and main application in educational institutions. However, it constitutes a distinctive concept for all the organisational contexts in which the creation and management of knowledge and learning dynamics are enabling factors that support innovation and growth dynamics. Although several studies have already discussed the features characterising a learning space or a learning environment, the literature is fragmented and does not provide a comprehensive, fresh view of the learning space, its components, or its impact on learning processes and knowledge dynamics. This is particularly true in management literature. The research results synthesise data and knowledge gathered from the systematic literature review, providing researchers and practitioners with an integrative picture of the definitions of "learning space" and "learning environment" in the management literature and producing a descriptive framework that highlights the relevant dimensions that influence learning processes and knowledge dynamics.