Enhancing Sustainability in Learning Spaces in Technical and Vocational Training Centre

Abstract

This study examines how sustainability principles can be effectively integrated into the design and operation of learning spaces within Technical and Vocational Education and Training (TVET) centers. As global attention increasingly focuses on sustainable development, vocational training institutions face the dual challenge of preparing students for green economy careers while ensuring their physical infrastructure models sustainable practices. This qualitative comparative case study investigates four vocational training centers across diverse geographical and economic contexts: Government Technical College (GTC) in Port Harcourt, Nigeria; Herningsholm Vocational School in Herning, Denmark; Vocational Education Center in Gordola, Switzerland; and Vocational Education Centre in Eemland, Netherlands. Through document analysis, observational data, and synthesis of architectural and policy documentation, the study identifies key sustainability strategies across environmental, social, and economic dimensions. Findings reveal that successful sustainable learning spaces integrate passive environmental design with active pedagogical engagement, foster community connectivity, and demonstrate contextual sensitivity to local resources and conditions. The study contributes a multidimensional framework for understanding sustainability in TVET learning environments and offers practical recommendations for policymakers, educational administrators, and designers seeking to enhance sustainability in vocational education infrastructure.