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This paper argues for the need to develop a relational, emergent and plural understanding of learning spaces. We take an ecological perspective on learning, which allows us to conceptualize learning spaces as (co‐)constructed by learners; emerging through learners' practices, interactions and activities; and facilitated by pedagogical arrangements. In the co‐construction of spaces for learning, tapping into various ecologies of resources—whether intellectual, relational or digital material—becomes an organic, iterative, agentic endeavour for learners. This paper proposes a set of principles to synthesize this conceptualization and facilitates an understanding of such emergent learning spaces. An empirical illustration extracted from a collaborative student project in software engineering education contributes to grounding the conceptual argument and provides a clarifying example. Ultimately, this contribution suggests that in order to support the emergence of learning spaces that are resource‐rich and conducive to learning, educational contexts and pedagogical arrangements must provide both the framing conditions and also the flexibility and permeability required to access the wider ecologies of resources made available through digital technologies. Practitioner NotesWhat is already known about this topic Learning spaces can be individual or collective. Physical space is an important element that can facilitate or hinder learning. Technology can contribute to hosting learning spaces (eg, online). What this paper adds A potential new conceptualization drawing on an ecological perspective on learning. Insights into how learning spaces are customized versions of the learners' intellectual, relational or digital‐material resources available in various contexts. Examples of how learning spaces are constitutive through learners' individual or collective practices, based on affordances provided by pedagogical designs. Propositions on how pedagogical designs can provide learners with opportunities to access wider ecologies of resources made available through digital technologies. Implications for practice and/or policy Teachers need support to develop pedagogical designs that support learners in creating their own learning spaces. Helping students to create their learning spaces requires guidance, which must be facilitated by appropriate institutional infrastructures and conditions. Professional learning approaches are needed to build teachers' knowledge and capacities to support students. Institutional arrangements must be open to change.

Numerous case studies show that citizens engage in various ways in renewable and low carbon energy projects, thereby contributing to the sustainable energy transition. To date, however, a systematic and cross-country database on citizen-led initiatives and projects is lacking. By performing a major compilation and reviewing copious data sources from websites to official registries, we provide a Europe-wide inventory with over 10,000 initiatives and 16,000 production units in 29 countries, focusing on the past 20 years. Our data allow cross-country statistical analysis, supporting the elicitation of empirical insights capable of extending beyond the perspective of single case studies. Our data also align with ongoing efforts to implement two EU Directives that aim at strengthening the active role of citizens in the energy transition. While the focus of our data collection is on Europe, the data and methodology can contribute to the global analysis of citizen-led energy action.

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