Editorial

Whether in school buildings or university campuses the educational process involves many activities that include knowledge acquisition and assimilation, testing students' motivation and academic performance, and faculty and teachers' productivity. The way in which we approach the planning, design, and our overall perception of learning environments makes powerful statements about how we view education; how educational buildings are designed tells us much about how teaching and learning activities occur. Concomitantly, how these activities are accommodated in a responsive educational environment is a critical issue that deserves special attention. While it was said several decades ago that a good teacher can teach anywhere, a growing body of knowledge-derived from knowledge on “evidence-based design” suggests a direct correlation between the physical aspects of the learning environment, teaching processes, and learning outcomes. In its commitment to introduce timely and pressing issues on built environment research, Open House International presents this special edition to debate and reflect on current discourses on sustainable learning environments.