Previous studies have investigated the spatial attributes of Active Learning Classrooms (ALCs) and their impact on students’ learning experiences and learning engagement independently; however, a holistic investigation of the relationship between these attributes and students’ learning engagement has not been conducted. This study explored how the spatial attributes of ALCs affect students’ learning experiences and learning engagement. An empirical questionnaire was administered to freshmen taking English classes in four different types of ALCs at one university, and 224 valid questionnaires were analyzed. This study provides design insight for future learning environments in ALCs by linking two Likert scales: one rating spatial attributes in ALCs that influence learning experiences, and the other rating students’ learning engagement in ALCs. The results revealed that the spatial attributes of ALCs significantly affected the learning experience, specifically instructional interaction, furniture perception, learning support, and physical environment. Among them, instructional interactions and physical environment are the most critical in promoting student learning engagement. The survey findings can help architects design more flexible and sustainable learning environments in the future, supporting university students in developing active and collaborative learning skills, as well as providing better references and beneficial insights for future education for sustainable development.

Under the influence of education for sustainable development, active learning classrooms, as the new learning environment in higher education, have become increasingly diversified and flexible, with a greater emphasis on student experience and engagement. Most research on these learning environments is centered on formal learning analysis and discussion, whereas empirical research on the perception of informal learning in active learning classrooms outside of class time is lacking. Based on informal learning perceptions, this study explored the strengths and weaknesses of active learning classroom spatial environments using a mixed quantitative and qualitative research approach. Through a questionnaire survey of 154 students and one-on-one semi-structured interviews with 15 students, this study found that most students were satisfied with the informal learning experience in active learning classrooms, comfortable and flexible space perception and humanized learning support facilities in active learning classrooms were critical spatial factors influencing students’ informal learning, the private environment and positive learning atmosphere in active learning classrooms could promote students’ informal learning behaviors, and for active learning classrooms, better resource management could help them develop a better quality full-time learning environment. Based on these findings, this study makes recommendations for optimizing the environment design and management of active learning classrooms.