Policy Decision on Future Learning Environments at KTH (​​HS-2025-1323 1.4.​)

[bildtext till visualisering: The work has identified eight learning environment challenges (beige fields), ten tactical goals (TM, light blue) and four strategic goals (dark blue), all of which contribute to improvement measures within four clusters of overlapping current operational challenges: management model (TM 1-3), experimental environments (TM3-6), learning (TM 3-9) and vibrant campus (TM8-10).]

Datum för beslut: ​​2025-05-27​ 

Registration number: ​​HS-2025-1323 1.4.​

The Decision

The President decides to establish the direction for KTH’s learning environments in accordance with Appendix 1. 

The Matter

Background

According to KTH’s Vision and Strategic Objectives (ref. no. V-2023-0668), KTH’s education shall be of the highest quality and internationally competitive. Attractive and fit-for-purpose campus environments, where the study environment is safe and characterised by vibrant and inclusive student life, are essential to achieving this goal. 

In November 2023, the University Board decided on the localisation of activities at KTH’s campuses (protocols no. 6/2023, ref. no. V-2023-0821). The decision involves relocating operations from Södertälje and Kista to KTH Campus and KTH Flemingsberg. The President has decided on a programme directive for the relocation of campus activities (ref. no. V-2024-0084), including an addendum to the directive. Following the Management Group retreat on 5–6 November 2024, Future Education at KTH was tasked with preparing a policy decision for KTH’s learning environments. 

Preperation

The proposal for the policy decision has been prepared in, among other fora, the First and Second Cycle Education Committee (meetings on 20 February and 25 March 2025), the Faculty Council (protocols no. 2/2025), and in consultation with the Future Education reference group within the University Administration (meetings on 3 March, 24 March, and 19 May 2025). Prior to the decision, the proposal was discussed in KTH’s Management Group (meeting on 7 May 2025). 

This decision was made by President Anders Söderholm following a presentation by Programme Manager Anna Jerbrant. Present at the decision were University Director Kerstin Jacobsson, Deputy University Director Fredrik Oldsjö, President of the Student Union at KTH Gustav Heldt, and meeting secretary Annette Grahn. 

Appendix 1: Policy decision for KTH’s Learning Environments  

Direction Decision for KTH’s Learning Environments  

According to KTH’s Vision and Strategic Objectives 2024–2028, KTH’s education shall be of the highest quality and internationally competitive, and its research shall be internationally leading and have a significant impact. Attractive and fit-for-purpose campus environments for students and staff are of great importance to the quality of KTH’s activities. KTH’s learning environments shall be flexible and reliable to support various forms of interaction and shall be designed to ensure that all students receive instruction in experimental learning environments during their education. KTH shall also enable the development of complete academic environments and the appropriate organisation of laboratory spaces. 

This policy decision aims to strengthen the connection between KTH’s vision and strategic objectives and the long-term development and transformation of both the physical and digital learning environments. As stated in KTH’s Operational Plan 2025–2027 (ref. no. V-2024-0988), KTH shall continue in 2025 with the implementation of the University Board’s decision to concentrate operations on fewer campus sites. 

Commitments, assignments, and actions based on this decision will be handled through the managements’ and departments’ reform agendas. The following priority steps should be taken: 

1. Formulate and establish a management model for both digital and physical learning environments. 

2. Establish a local subcommittee within the First and Second Cycle Education Committee to analyse and prepare supporting materials for campus facility changes for decision by KTH’s Facility Council. 

3. Develop physical spaces so they can be easily adapted to new pedagogical methods and e-learning technologies, focusing on interactivity and collaboration. 

4. Ensure that all students have access to equipment, lab environments, and maker spaces that support prototyping and experimentation. 

5. Enable flexible forms of study and work through access to digital resources and tools, regardless of location or educational choice.

The work has identified eight learning environment challenges, ten tactical objectives, and four strategic goals, which together contribute to improvements across four clusters of current operational challenges.

Learning Environment Challenges 

Several investigations over the past year have identified areas where there is a significant need for action plans and measures. These challenge areas serve as the foundation for the strategic and tactical goals outlined in the policy decision. 

Resources and Utilisation:  KTH faces financial challenges due to rising premises costs and lacks a sustainable financial model. Decision-making processes that link facilities, pedagogical strategies, and campus development need to be improved. 

Accessibility and Expansion of Experimental Learning Environments:  There is a need for experimental learning environments (such as maker spaces), but cost and funding issues hinder accessibility and potential expansion. A clear target vision and action plan are required, as well as a financing model to ensure that cost factors do not limit accessibility or the ability to develop and expand these environments.

Coordination of Facility Changes:  Coordinated planning is needed to align changes in facilities with the needs of teaching, relocation of activities, and appropriate safety solutions for a secure KTH. This includes physical security, operational security, protective security, information security, personal safety, and crisis management. 

Interaction Between Physical and Digital Learning Environments:  KTH’s learning environments should be developed as an integrated and organic system where digital and physical components pedagogically complement and reinforce one another. This requires high-quality digital and physical environments and that both teachers and students are confident in using them. Digitalisation influences both teaching and assessment and is essential for supporting authentic teaching and assessment. 

Examination Structure and Timetabling:  The current examination structure, which includes long registration periods, unlimited exam attempts, and the absence of attendance requirements, affects both costs and room utilisation at KTH. Timetabling—and thus the use of teaching facilities—is further complicated by factors such as the lack of limits on mandatory teaching hours per academic year for different programmes and the wide variation in the duration of campus-based exams (ranging from 1 to 6 hours). 

Versatility and Development of Learning Spaces: KTH’s premises serve both social and pedagogical purposes. Current classroom design is predominantly teacher-centred, and there is a desire for greater flexibility. Both AV (audio/video) equipment and furniture must be easily adjustable to suit different teaching formats. Input from students and staff should be continuously gathered to inform the development of teaching spaces. 

Accessible Study Environments and Room Booking:  There is a shortage of study spaces and group rooms for students, and many rooms are not available to the extent needed. This limits students’ opportunities to study on campus outside standard hours. Teachers also have limited flexibility in booking rooms based on educational needs, as room allocation is driven by student numbers. Greater proximity between offices, group rooms, and informal meeting areas is needed to encourage spontaneous interaction and learning between students and teachers. 

Creating a Vibrant Campus:  A vibrant campus is key to KTH’s vision, where knowledge meets community and students growth. Therefore, the range of services and activities on campus must be expanded—including cafés, cooking facilities, concerts, and exhibitions. Access to study spaces that are usable outside office hours should be improved, and collaboration with local external actors should be explored. 

Strategic Long-Term Goals 

The policy decision specifies both strategic and tactical goals. The strategic goals provide an overarching long-term direction (to be achieved within 5–7 years), while the tactical goals specify more concrete steps to be achieved within a shorter timeframe. 

1. KTH’s learning environments shall enable various forms of interaction, teaching, and assessment by being economically sustainable, accessible, flexible, and reliable.

2. KTH’s physical and digital learning environments shall be well-used meeting places where experimental environments are an integrated part of all study programmes and contribute to strengthening students’ interdisciplinary engineering, architectural, and teaching competencies.

3. KTH’s campuses shall encourage interaction and collaboration among students, teachers, researchers, and staff, contributing to a dynamic educational culture and an attractive study environment both during teaching and in everyday academic life.

4. KTH’s campuses shall offer a broad range of activities and events that promote natural interaction and collaboration between students, teachers, researchers, and staff. The facilities over which students have direct stewardship shall form the core of student life and lay the foundation for lifelong networks. 

Tactical Goals 

In order for KTH’s education and learning environments to be of the highest quality and internationally competitive, the following steps should be taken within 1–3 years.
(SX indicates linkage to Strategic Goal X above.)

1. Design new and adapt existing environments with flexible and varied solutions to support pedagogical and social learning goals for both planned and spontaneous learning activities and encounters. (S1).

2. Increase utilisation of teaching spaces by implementing a flexible timetabling system adapted to teaching methods, group sizes, and the need for variation in learning activities. (S1)

3. Ensure long-term financial sustainability for first- and second-cycle facilities and digital learning environments by developing a transparent and robust decision- and funding model that covers operation, maintenance, and necessary investments to meet future needs. (S1)

4. Make experimental learning environments accessible and safe so that students, teachers, researchers, and staff can experiment and realise their ideas. (S2)

5. Ensure the long-term development and availability of digital tools and resources that support pedagogical innovation and increased flexibility. (S2)

6. Develop digital tools in coordination with pedagogical development to promote active and flexible learning. (S3)

7. Diversify the study environments offered to support various learning formats (individual study, parallel study, group work, distance learning). (S3)

8. Develop integrated solutions where digital and physical learning environments form hybrids that support accessible, flexible, and pedagogically cohesive education. (S3)

9. Transform each campus into a dynamic meeting place that actively promotes social interaction, collaboration, and learning between students and staff. (S4)

10. Implement clear metrics and analytical methods to continuously evaluate and improve the effectiveness and utilisation of learning environments, distinguishing between scheduled use and other types of use. (S4) 

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