The first monographic issue of Research for 2018 intends to focus attention on the growing interest in a redefinition of learning environments in the school environment, understood not only as a methodological innovation but also as a rethinking of the training setting in its various aspects. By its very nature, this is a borderline theme between pedagogical reflection and architectural design in its most diverse forms and articulations, which has found further impetus in the dizzying technological development of recent years. It is also a classic theme of reflection between deterministic approaches ("changing the environment to change teaching") and approaches that can be defined as "constructivists" ("intervening on the complex system of learning to create, spread and expand innovation"). This reflection would require a much broader study, but what we are interested in is, in fact, the sharing of theoretical reflections, empirical research and experimentation of practices that in recent years have characterized the debate, in Italy and in Europe, on the rethinking of environments. learning.
