A new World Bank report, published in Education for Global Development, reveals that inadequate learning environments are weakening the promise of education in many countries—while well-designed school spaces can significantly enhance teaching quality and improve student performance.
Education remains one of the strongest pathways to employment and a proven route out of poverty, empowering individuals to contribute to economic growth. However, this potential is often hindered by outdated teaching methods and poor school infrastructure.
Across many regions, girls miss classes during their menstrual periods due to insufficient water, sanitation, and hygiene facilities. Extreme heat and poor ventilation make it difficult for children to focus, while floods and cyclones frequently disrupt school activities.
Despite these challenges, the report stresses that schools can be redesigned to support learning and promote student wellbeing. Evidence increasingly shows that the “learning environment as a third teacher” plays a major role in shaping how students engage with lessons. Research from the World Bank, Salford University, and the University of Melbourne links flexible and modern learning spaces with improved performance in mathematics and science—based on TIMSS 2019—and boosts in creativity, collaboration, and problem-solving skills.
To guide global improvements, the World Bank presents the RIGHT+ framework, which outlines the standards for creating learning environments that are Resilient, Inclusive, Green, Healthy, and Teaching- and Learning-Conducive, with a strong emphasis on effective implementation.
Key examples highlighted in the report include:
Resilient Schools: Countries such as the Philippines are investing in disaster-resistant classrooms, while Peru and Türkiye are reinforcing school buildings to withstand earthquakes.
Inclusive Schools: Colombia is improving school access by optimizing travel routes; Angola is designing safer and more welcoming facilities for girls; Honduras is rebuilding schools with universal access features including ramps and accessible restrooms.
Green Schools: Nations like Romania, Burundi, India, and Burkina Faso are adopting environmentally friendly practices such as rainwater harvesting, solar energy, and sustainable building materials like bamboo and clay.
Healthy Schools: Malawi is upgrading water and sanitation systems, while Tanzania is using cool roof technology to maintain comfortable classroom temperatures.
Teaching- and Learning-Conducive Schools: Tajikistan has introduced a national framework supporting adaptable classrooms equipped for evolving teaching methods. Uruguay and Chile are integrating technology and creative learning spaces to make education more interactive and engaging.
Effective Implementation (+): Uruguay has involved educators and architects in co-designing modern learning environments, while Pakistan is using data analytics and machine learning to guide decisions on school reconstruction and resilience planning.
The report concludes that transforming school environments is essential to addressing the global learning crisis and ensuring that every child has access to a space where they can learn, grow, and thrive.
