Casanova, DiogoHuet, IsabelGarcia, FabianePessoa, Teresa2021-04-122021-04-122020-05-141387-1579 (Print)1573-1855 (Online)http://hdl.handle.net/10400.2/10633Versão submitida é a versão do autor antes de ser editada e formatada pela editora.The design of learning environments is being increasingly investigated, largely as a result of higher-education providers being challenged by both societal and technological devel- opments. These providers are becoming more aware that the quality of learning environ- ments affects students’ approaches to learning and satisfaction. This paper presents an alternative to more-traditional methods for designing learning environments that is driven by input of their main stakeholders: students and teachers. By using this method, we were able to explore stakeholders’ insights into learning spaces design and how learning tech- nologies can be integrated in such spaces. Qualitative research was conducted with the aim of guiding the redesign of technology-enhanced learning environments. For this particular research, we used ‘sandpits’, which are creative and design-thinking workshops, in which participants are encouraged to redesign provocative concepts of a large and a small tech- nology-enhanced learning environment. Thirteen ‘sandpits’ were delivered involving 32 teachers and 25 students. Through these design-thinking workshops, students and teachers reflected on and discussed the role of technology in face-to-face learning and teaching and proposed new design solutions for technology-enhanced learning environments.engParticipatory designLearning environmentsTechnology-enhanced learningCo-designPedagogiaSalas de aulaAprendizagens ativasArquiteturajournal article10.1007/s10984-020-09314-1