Designs for Learning Volume 6 - No. 1-2 - In Search of Learning Opportunities for All - Exploring Learning Environments in Upper Secondary Schools

Oct 15, 2026

Designs for Learning Volume 6, No. 1-2 examines a central educational challenge: designing learning environments that provide learning opportunities for all students in upper secondary schools. The article introduces key problems of exclusion in the Western context, then develops theoretical tools, using classification and framing from Basil Bernstein. It applies the praxis scale and student positioning scale to analyze learning environments in Denmark, Switzerland, and the USA, linking environment design to students’ challenges and opportunities, and proposing four ideal types.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages25

Reading Time1 h 3 min

AccessFree to download

Introduction

Exclusion and unequal opportunities

Two approaches to the challenge

Organizational structures and shared learning environments

School responsibility and everyday classroom relations

Vol. 6 / No. 1–2 Des igns For Learning Designs for Learning Volume6/ Number 1–2 In Search of Learning Opportunities for All-Exploring Learning Environments in Upper Secondary Schools ArNt VeSterGAArD LoUW & ULLA HøJmArK JeNSeN, Aalborg University, Denmark In this article, we address one of the most critical challenges facing the schools today: designing of learning environments that can provide learning opportunities for all students. The article first provides a brief introduction to content of this challenge. Then we focus on theoretical tools to understand the learning environment. Based on the concepts of classification and framing, as found in the later work of Basil Bernstein, we view that learning is fundamentally linked to the social and the cultural context of the school. To scales are presented for understanding and analysing the learning environment: the praxis scale and the student positioning scale. The scales are tools for analysing three different learning environments in upper secondary schools in Denmark, Switzerland and the USA. The article provides theoretical and empirical explanations of how the design of the learning environment is connected to the challenges and opportunities faced by different kinds of students. Based on these analyses, a model of four ideal types of learning environment will be presented. It is concluded that the specific design of the learning environment always comes down to the conscious, reflected and common sharing of the teaching responsibilities as the crucial factor in the development of learning opportunities for all students, regardless of the intention of the teaching and the desired learning outcome. introduction In the Western World, the increasing number of young people that are excluded from secondary schools represents a major challenge. First of all it can be difficult for the individual young person to find a job without a school diploma when faced with an increasingly knowledge and skill based globalized labour market. Secondly it creates a socio economic bias in Europe and elsewhere, between different groups of individuals. Youth with 102 DOI:[http://dx.doi.org/10.2478/dfl-2014-0018](http://dx.doi.org/10.2478/dfl-2014-0018) non-academic backgrounds and from ethnic minorities tend to have a high dropout rate from upper secondary schools (Johannesen et al., 2010; Humlum & Jensen, 2010; Fastholdelseskaravanen 2010) . In Denmark this is most apparent in the vocational education and training (VET) system where the dropout rate has been approximately 50 % for the last decade (UNI-C, The Danish IT Centre for Education and Research) . The exclusion mechanisms exist on all levels in the educational system, but are in contrast to the western postmodern society mantra that all citizens can expect equal opportunities. Exclusion is being perceived as contrary to fundamental human rights, universal citizenship and democratic spirit. Inclusion is a keyword, but the difficulties in creating learning opportunities for all students (Kofoed, 2004; Alenkjær, 2008; Dyssegaard, 2011) is one of the most critical challenges facing all levels in the educational settings today (Stoltz & Gonon, 2012). (In this article we will only focus on upper secondary schools) . There are manly two ways to approach this challenge. The first approach is bringing a strong focus on defining who the educationally marginalized youth are, documenting their shortcomings, and implementing various targeted solutions such as mentoring or counselling programmes and specially designed courses. In line with this trend, previous studies conducted by the authors have focused on reflecting the diversity of educationally marginalized youth in Denmark. One study focused on identity among youth without diplomas from upper secondary schools (Jensen & Jensen, 2005) . The results show that these young people do not comprise a homogenous group and taking a closer look at their social networks and varying

FAQs

What is the main problem addressed in this article?

The article addresses how to design learning environments that can provide learning opportunities for all students in upper secondary schools.

Which theoretical framework and concepts guide the analysis?

It uses theoretical tools to understand learning environments, drawing on classification and framing from Basil Bernstein, linking learning to the school’s social and cultural context.

How are the learning environments analyzed across countries?

The praxis scale and student positioning scale are used to analyze learning environments in Denmark, Switzerland, and the USA, explaining connections between environment design and students’ opportunities and challenges.

Oct 15, 2026

Uploaded by mieayamfan