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Learning environment designs at the boundary of school and work can be characterised as integrative because they integrate features from the contexts of school and work. Many different manifestations of such integrative learning environments are found in current vocational education, both in senior secondary education and higher professional education. However, limited research has focused on how to design these learning environments and not much is known about their designable elements (i.e. the epistemic, spatial, instrumental, temporal and social elements that constitute the learning environments). The purpose of this study was to examine manifestations of two categories of integrative learning environment designs: designs based on incorporation; and designs based on hybridisation. Cross-case analysis of six cases in senior secondary vocational education and higher professional education in the Netherlands led to insights into the designable elements of both categories of designs. We report findings about the epistemic, spatial, instrumental, temporal and social elements of the studied cases. Specific characteristics of designs based on incorporation and designs based on hybridisation were identified and links between the designable elements became apparent, thus contributing to a deeper understanding of the design of learning environments that aim to connect the contexts of school and work.

How to design learning environments leading to learning-, thinking, collaboration-and regulation skills which can be applied to transferable, knowledge oriented learning outcomes is still controversial. We studied the designs of learning environments in innovative higher professional education more closely. To characterize learning environments we identify designable elements and position them on a scale ranging from specified, to emergent elements. Next, the main problems with the designs are identified. We introduce adaptive elements as a potential solution. We observed participants adapting such elements to suit their own needs or the needs of others. The designable and adaptive elements fulfill a dual function: they should offer contextual clues that would be available in professional practice and scaffold learners in need of support.

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