Scientometric Review of Informal Learning Spaces in University Libraries: A Bibliometric Approach to Design and Trends

Abstract

The evolution of university libraries from traditional knowledge bases to dynamic, multifunctional learning environments has attracted widespread attention in higher education research. This study, as a scientometric review, focuses on the combination of library space design and informal learning space, making up for the fragmented status of existing research and proposing specific design recommendations for university library space design from the perspective of informal learning space. The study used CiteSpace6.2r7 software to analyze 1434 articles from 1973 to 2024 in the Web of Science Core Collection. The analysis identified key research trends, keyword clusters, and thematic connections, confirming the importance of studying university library space design from the perspective of informal learning space. The review also explored how libraries should promote structured academic work and autonomous collaborative learning through space design by proposing design strategies by studying the symbiotic relationship between library space design and informal learning. This study provides a structured framework for the development of future library spaces and provides important reference information for optimizing learning environments to meet the changing needs of students and educators.

1. Introduction

As technology advances, the transformation of academic libraries has become an important area of research in higher education [1,2]. Initially, libraries were primarily physical repositories of knowledge, but the advent of radio and television expanded the dissemination of information beyond physical spaces [3]. The rise of computers and the Internet further transformed libraries into digital platforms, enabling new forms of remote access and digital reference services [4,5]. The popularity of smartphones has brought about mobile learning, making information accessible anytime, anywhere, and challenging libraries to adapt to this new flexible learning environment [6]. More recently, artificial intelligence has begun to personalize library services and create dynamic, interactive learning experiences [7]. Together, these technological innovations have redefined libraries, transforming them from static information repositories to digital-first, multifunctional learning spaces.

At the same time, informal learning, characterized by activities outside the formal classroom and supported by technological advances, has also become an important trend in higher education, a trend that coincides with the direction of library transformation. This shift has sparked interest in how academic libraries can serve as informal learning spaces to support collaboration, creativity, and independent learning [8].

According to Constructivist Learning Theory, learning is an active, experience-based process of knowledge construction, in which students build knowledge through interaction with others and the environment [9,10]. Therefore, the design of university libraries should provide a flexible and interactive space for this knowledge construction. Information Literacy Theory (Bundy, 2004) further supports this view, arguing that university library spaces should not only support academic research, but also help students to develop the ability to identify and use information. Especially in the digital age, libraries should combine informal learning spaces with information literacy education to enhance students’ academic abilities [11].

Against this background, the concept of informal learning spaces in university libraries has gained attention, but existing research remains fragmented. While studies have explored library space design and informal learning separately, few have systematically examined their intersections within university libraries [1]. This gap leaves questions about how libraries can be effectively designed to support informal learning and their value to the academic community.

This study aims to fill the gap in the research of informal learning spaces in academic libraries through a literature review. The research team used CiteSpace software for bibliometric analysis. CiteSpace can visualize research trends, keyword clusters, and thematic associations, providing a unique perspective for understanding the structure and development dynamics of the research field. By analyzing the keyword clusters, trends, and thematic relationships of literature related to library space design and informal learning, this study hopes to reveal the connection between the two fields and thus prove the necessity of studying the spatial design of university libraries from the perspective of informal learning spaces. At the same time, this study also explores the design strategies of informal learning spaces in academic libraries, with the goal of helping libraries to better support diverse learning activities. This study focuses on how to achieve a balance between traditional functions and new needs, especially in terms of collaboration, flexibility, and digital integration. The results of this study provide useful inspiration for the future development of academic library spaces.

2. Data Sources and Methodology

The Web of Science Core Collection is the world’s leading citation database, containing records of articles from journals with the highest impact globally, including open-access journals, conference proceedings, and books [12]. It includes prestigious core academic publications in various fields, such as natural sciences, engineering, biology, medicine, etc. The citation indexes used to ensure comprehensive and accurate sample data include the Science Citation Index Expanded (SCI-Expanded), the Social Science Citation Index (SSCI), the Arts and Humanities Citation Index (1975–present), and the Emerging Sources Citation Index (ESCI).

The purpose of this research is to study the design of informal learning spaces in university libraries. The search will be conducted in two stages, with the first search term selected after several trials using Boolean operations: TS = (“university libraries” OR “university library” OR “academic library” OR “academic libraries” OR “college library” OR “college libraries” OR “higher education library” OR “higher education libraries”) AND TS = (“space” OR “spaces” OR “spatial”). The second search term selected was: TS = (“informal learning”) AND TS = (“university” OR “universities” OR “college” OR “colleges” OR “higher education” OR “tertiary education”). The search results were filtered for English language, and the type of literature was defined as Articles and Review articles. Eventually, the two searches yielded 776 and 658 papers from the Web of Science, respectively.

After the search was completed, the search results were imported into Citespace for bibliometric analysis. The search results were analyzed using CiteSpace, a data visualization analysis software developed by Professor Chen Chaomei. CiteSpace analyzes large data sets to identify core topics, keywords, and major trends, thereby illustrating research trends and core keywords [13]. It can also create visual charts to show the connections between research topics and achieve efficient literature management.

By using CiteSpace, in this study, we were able to conduct visualization studies (including keyword clustering, keyword timeline. and keyword citation bursts) on university library space design and informal learning in higher education settings, respectively. By analyzing the structure and evolution of the field, the inherent relationship between university library space design and informal learning was discovered, and the design strategies and development trends of university libraries from the perspective of informal learning spaces were further explored.

In this study, we used a combination of systematic literature search and bibliometric analysis using CiteSpace software to support a comprehensive exploration of the research field. Through this approach, research patterns can be systematically identified, trends can be demonstrated, and future research directions in the design of informal learning spaces in academic libraries can be discovered.

3. Bibliometric Analysis Results

This chapter systematically explores the development trends and research hotspots of the two research fields of university library space design and university informal learning through bibliometric analysis. First, this study shows the changes in the annual publication volume and citation volume of these two topics from 1973 to 2024. These data reveal the growth trajectory of research and the driving factors behind it. Then, this study deeply analyzes the clustering, time evolution, and citation prominence of keywords, revealing the core themes and emerging trends of current research. Through a comprehensive analysis of keyword co-occurrence networks, timelines, and citation intensity, this chapter not only sorts out the main directions and interrelationships of each research field, but also provides valuable references and guidance for future research.

3.1. Annual Publication Trend

Figure 1 and Figure 2 show the trends in publications and citations for topics in university library space design and university informal learning from 1973 to 2024, respectively. Research in both fields has grown significantly since 2000. Research on informal learning in universities has developed rapidly since 2008, especially since 2010, and peaked in 2020 and 2021. This trend reflects the role of the introduction of digital learning technologies and new teaching methods in promoting research.

In contrast, research on university library space design has grown more steadily. There has been a significant increase since 2007, and it peaked in 2019 and 2020. Although research in both fields has declined since 2020, which may be affected by external factors such as research saturation or the global epidemic, they still maintain high academic influence.

The rapid growth of research in informal learning in universities is closely related to the innovation of educational technology. The steady growth of research in library space design reflects its practical orientation to optimize the physical environment.

3.2. Keyword Analysis

3.2.1. Keyword Clustering

Keywords are one of the basic information factors of literature in CiteSpace that reflect research trends. The keyword co-occurrence network diagram analyzes the descriptor (DE) and identifier (ID) fields in the document and generates a network view of these variables [13]. In the visualization chart, the circles and sizes represent keywords and the frequency of occurrence. The straight line between each circle represents the academic relevance between keywords; the distance between circles represents the closeness of theoretical relevance. CiteSpace automatically generates clusters based on the keywords in the literature. The larger the cluster, the more literature under the research field of the cluster, indicating that it is a hot area of concern for researchers.

The keyword clustering network diagram (Figure 3) shows five clusters of literature on university library space design, namely #1 library management, #2 digitalization, #3 indoor environment quality, #4 learning activities, and #5 user experiences. It can be intuitively seen from the figure that clusters #1 and #5 are relatively independent, and clusters #2, #3, and #4 have a strong correlation, which is also the focus of research on university library space design.

The keywords patron services, information services, space utilization, and virtual learning environment that appear in cluster #1 library management indicate that, in recent years, the management of university libraries has not only focused on user-centered services and space utilization, but also the improvement of the level of informatization, and the application and management of information services and virtual learning spaces have also been increasingly valued. Cluster #2 digitalization and cluster #4 learning activities have a high correlation, including keywords such as online instruction, information literacy, collaborative learning, and learning satisfaction. This shows that university students’ learning activities are increasingly dependent on digital resources, such as online literature, video courses, and online seminars. The use of these resources requires a specific learning environment, and the spatial design of the library must consider how to optimize the access to these digital resources. These factors make digitalization and learning activities closely related research areas. In addition, as a collaborative learning space, how to support students’ collaborative learning through digital technology has become an important research direction. This further deepens the correlation between the two fields. Under this development trend, learners may need to use a combination of physical spaces (such as discussion rooms) and digital spaces (such as virtual classrooms) to complete learning tasks. Cluster #3 “indoor environmental quality” includes keywords such as thermal comfort, indoor air quality, lighting design, and sustainable lighting. This shows that this cluster focuses on how to improve physical environmental factors, such as indoor thermal environment, optimize air quality, and lighting conditions, so as to improve students’ experience and learning efficiency. Cluster #5 “user experience” emphasizes the importance of user experience in library space design. This direction focuses on how to ensure that users can use library resources in a comfortable and efficient environment.

The keyword clustering network diagram (Figure 4) shows five clusters of research on informal learning in colleges and universities. Cluster #1 digital informal learning is the largest, indicating that digital informal learning is an important theme in the research on informal learning in colleges and universities. It contains keywords such as #mobile learning, #digital literacy, #academic performance, and #structural equation modelling. It mainly discusses how to conduct informal learning through digital platforms, online resources, and technical tools, and studies the relationship between students’ digital capabilities and academic literacy. The statistical method of structural equation modeling (SEM) that appears in the keywords can handle the complex relationship between multiple variables at the same time, and can effectively handle the construction of latent variables and the analysis of multiple paths. Therefore, it is suitable for research situations with multi-factor interactions, such as the relationship between the use of digital technology, digital literacy, and academic performance, and helps in quantifying complex concepts. The high correlation between clusters #2 self-expression, #3 informal education, and #5 collaborative learning shows that self-expression is an indispensable component in collaborative learning in informal learning environments. Informal education provides students with a flexible and autonomous learning space, collaborative learning achieves common learning goals through teamwork and knowledge sharing, and self-expression promotes team interaction and personal in-depth learning in this process. The close relationship between the three reflects the synergy in modern informal learning; that is, through autonomous learning, cooperation, and personal expression, students can participate more deeply in the learning process and improve learning effects.

3.2.2. Keywords Timeline

Keyword timeline analysis provides a temporal perspective on the evolution of academic library space design and informal learning research topics in universities. Figure 5 and Figure 6 show the development and emergence of key keywords from 1973 to 2024. These data highlight important shifts and ongoing trends as technology advances and educational models change. These changes clearly reflect the evolution of research priorities.

Keyword Timeline Analysis of Space Design of University Libraries

Figure 5 shows the timeline analysis of keywords and the hot spots and developments in the research of “university library space design” in recent years. Through cluster numbers #1 to #5, five main directions can be seen. #1 “Library management” focuses on library facilities, management, and information services. #2 “Digitalization” emphasizes the digitalization process and the application of new technologies, including digital tools, 3D printing, and energy consumption. #3 “Indoor environmental quality” studies indoor environmental quality, focusing on spatial experience, comfort, and sustainable development. #4 “Learning activities” explores learning space and learning behavior, and also discusses the support provided by libraries to learners and their impact on educational outcomes. #5 “User experiences” focuses on user satisfaction, service quality, and perceived experience, emphasizing the importance of library service innovation and user needs.

In terms of the time dimension, early studies mostly discussed traditional topics such as “library buildings” and “library management”. They mainly revolved around physical space transformation, facility planning, and collection management. Over time, new keywords, such as “digital library”, “performance”, “energy consumption”, and “3D printing”, have gradually attracted attention. The research focus has also expanded from traditional management and hardware upgrades to digitalization, energy saving, and user experience. In recent years, topics such as “learning space”, “learning commons”, and “user experience” have become more active. The academic community has begun to pay more attention to the impact of libraries on learner needs, space utilization efficiency, and environmental optimization.

Overall, this keyword timeline figure shows the main trends in the research on space design in university libraries. On the one hand, the research topic is changing from “library-centered” construction and management to “user-centered” experience and service. On the other hand, the influence of digitalization and sustainable concepts in the library field is increasing. The frequent appearance of keywords such as “learning space” and “learning commons” shows that libraries are no longer limited to the functions of reading and book collection. Libraries are becoming a key place for collaboration, innovation, and academic exchanges. In the future, research will pay more attention to user needs, and integrate digitalization and sustainable development.

Keyword Timeline Analysis of Informal Learning in Colleges and Universities

Figure 6 shows a timeline analysis of keywords for informal learning in colleges and universities. The five major clusters in the figure reflect different focuses and also show the multi-level exploration of research content from digital learning to social interaction and collaborative learning. #1 “Digital informal learning” revolves around digital capabilities and technology applications, and also emphasizes the relationship between the role of teachers and technology use. #2 “Self-expression” is closely linked to social interaction, indicating that researchers focus on learners’ expressions on social platforms or online communities, and also explore the relationship between platform use and learning outcomes. #3 “Informal education” includes the connection between formal and informal learning, and also focuses on multiple learning scenarios such as “informal science education”. #4 “Social media” emphasizes the role of social platforms in the learning process, focusing on learners’ motivation and interaction patterns, and also explores students’ communication methods and attitudes in virtual communities. #5 “Collaborative learning” focuses on the impact of teamwork and mobile terminals on learners, as well as the importance of space and equipment in collaborative learning.

Among the high-frequency keywords, “student”, “education”, “knowledge”, and “experience” are particularly prominent. Many researchers focus on students’ motivation, experience, and behavior in informal scenarios. Keywords such as “mobile learning” and “collaborative learning” also appear frequently, reflecting the flexibility and cooperation of learning methods. Researchers are not only concerned about learning outcomes, but also about learning attitudes and learners’ sense of autonomy.

In terms of time, early studies focused on students’ learning motivation and knowledge acquisition. Mid-term studies gradually turned to social media and mobile learning. Researchers are more concerned about the impact of online interaction and technology adoption on the learning process. Recently, digital informal learning has been further emphasized, as well as how learners can express themselves and collaborate in teams in new media environments. It can be seen that future research will discuss learners’ diverse needs in more depth, and how digital technology can help them to learn spontaneously and collaboratively.

Comparative Insights

The keyword timeline analysis of the above two topics shows a clear overlapping trend, but each has its own unique development path.

First, digital technology has an important impact in both fields. The spatial design of university libraries initially focused on integrating digital resources and automated systems, while informal learning research gradually emphasized the role of digital literacy, online platforms, and mobile learning. These technological advances have not only improved the functions of libraries, but also enhanced the flexibility and accessibility of informal learning. Second, user-centered design concepts have occupied an important position in both fields. The spatial design of university libraries has continuously optimized the user experience, focusing on flexibility, collaboration, and sustainability. At the same time, informal learning research has deeply explored the psychological engagement and acceptance of users with learning technologies. In addition, collaborative learning is regarded as a key element in both fields. In order to meet the needs of community interaction and peer collaboration in informal learning, libraries support collaborative activities by adjusting physical spaces. Finally, in recent years, library space design has gradually developed toward sustainable and intelligent environments. This trend is consistent with the focus on adaptability and user needs in informal learning, reflecting the integration of environmental and technological factors in supporting diverse learning needs.

3.2.3. Keywords with the Strongest Citation Bursts

Keyword emergence can reflect the changes in research topics and hot spots in the field. Figure 7 and Figure 8 show the top 25 keywords about university library space design and informal learning in higher education environments from 2004 to 2024, respectively. The strength value represents the intensity of citation. The begin year and the end year represent the time period when the corresponding keyword has a burst of citations. Both figures are arranged in the order of keyword begin time, so it is intuitive to see which keywords, that is, research topics, have appeared in recent years and have remained so far, which can further explore research trends.

Figure 7 shows the research on the space design of universities libraries, among which “Virtual Design”, “Satisfaction”, “Design”, “Information”, “Performance”, and “Need” are all keywords that appeared after 2020, and “Design”, “Information”, “Performance”, and “Need” have continued to this day. This shows that the application of digital technologies, such as virtual technology, in the space design of university libraries has begun to attract attention. At the same time, based on the feelings and needs of users, space design guided by user satisfaction has become a recent research hotspot.

As shown in Figure 8, in the research on informal learning in higher education environments, “Experience” is the keyword with the highest intensity value, which first appeared in 2018 and lasted until 2020. “Satisfaction”, “Performance”, “Gender”, “User Acceptance”, “Technology Acceptance Model”, “Self-Efficacy”, “Impact”, and “High School” all appeared after 2020, among which “Satisfaction” has an intensity value of 4, second only to “Experience”, and “Performance” and “Impact” have been cited to this day. And overall, compared with the research on university library space design, the outbreak of various keywords generally appeared relatively late, which means that the research on informal learning was relatively late. But, it is worth noting that in recent years, more attention has been paid to the satisfaction and acceptance of the research subjects.

4. Correlation Analysis Based on Bibliometric Analysis Results

This section uses the previous visualization analysis results to explore the development trends of university library space design and informal learning spaces respectively. This study also aims to discover the potential deep connection between university libraries and informal learning spaces. These analyses further confirm the importance of studying informal learning spaces in university libraries and the role of these spaces in promoting diverse learning opportunities.

4.1. Trends in the Space Design of University Libraries

According to the association of the previous keyword clustering results, combined with cluster #2 digitalization, clusters #4 learning activities and #5 user experience, and cluster #3 indoor environmental quality, this study divides the space design of university libraries into three aspects: the impact of digital transformation on space design, user-centered design strategies, and the improvement of space quality.

4.1.1. Digital Transformation on Space Design

With the rapid development of digital technology, university libraries are transforming from traditional physical spaces to digital ones. This process has brought new opportunities, as well as many challenges. Digitalization has changed the way information is stored and accessed, profoundly affecting the design of library space and its role in the academic environment. Although digitalization provides more possibilities for innovation, issues such as cost, technological adaptability, and user acceptance also need to be addressed.

First, the need for traditional book storage is reduced, providing more possibilities for reconfiguring physical space. Many libraries are beginning to transform these spaces into areas suitable for collaboration, innovation, and learning [14]. This transformation combines physical space with digital technology to form a hybrid space model that can meet the needs of face-to-face interaction while taking advantage of the advantages of virtual technology.

Secondly, technological innovation has significantly improved the libraries’ functionality and user experience. For example, the application of augmented reality (AR), virtual reality (VR), and 5G technologies allows users to interact with library resources more efficiently [15,16]. These technologies provide an immersive experience for learning and make digital tools more flexible and usable. For example, the application of 5G technology enables libraries to provide high-speed and stable network connections to support virtual classes and remote collaboration [16]. In addition, Lee (2023) used AVR-based 360-degree spatial visualization technology to optimize the design of the first-floor lobby at the Yonsei University Library in South Korea. Users can access panoramic videos at any time through the video-sharing platform and provide feedback. This user-involved design approach not only improves user experience, but also discovers and solves potential problems in the early stages of design.

In addition, with the rise of digital humanities, the spatial design of university libraries is also changing. Digital humanities combines traditional disciplinary research with digital tools, promoting the expansion of library functions in resource storage, information retrieval, and academic activities [17]. These areas provide new directions for library design, especially in improving the interactivity and usability of academic resources. Libraries can provide students with dedicated digital humanities areas equipped with data visualization tools, digital text analysis software, etc., to help students to apply these tools in actual learning, thereby improving their academic research capabilities and information literacy [18]. In addition, the integration of digital humanities creates more opportunities for interdisciplinary collaboration in libraries. By setting up digital platforms and virtual collaborative spaces for multi-party collaboration, libraries enable students and researchers from different disciplines to share knowledge and resources. This design not only improves the versatility of library space, but also promotes interaction and innovation among academic communities.

Overall, digital transformation has redefined the role of library spaces. The library is no longer just a place for knowledge storage, but a diverse environment that integrates technical support, learning interaction, and social functions. By combining the advantages of physical and virtual spaces, digitalization makes learning more flexible and diverse, while providing users with a richer learning experience.

4.1.2. User-Centered Design Strategies

University libraries have increasingly adopted user-centered design strategies to meet the evolving needs of their users. Designing for user behavior involves creating versatile spaces that cater to different types of learning, such as individual study, group collaboration, and social interaction [19]. User-centered design prioritizes flexibility, allowing spaces to be quickly adapted to changing demands. For instance, the use of modular furniture and open floor plans ensures that different learning configurations can be accommodated efficiently [20]. Additionally, ergonomic considerations, such as the inclusion of comfortable seating and adjustable tables, contribute to prolonged student engagement and satisfaction.

In addition to information storage and academic support, modern university libraries also play an important role in social and cultural guarantees. As a “social and cultural guarantor”, libraries should not only provide support to the academic community, but also help members of society to access knowledge and cultural resources [21]. This role change requires libraries to pay more attention to community needs and social interaction in space design. For example, libraries can set up special areas for students from different backgrounds and cultures to communicate, collaborate, and share knowledge. These areas are not only places for learning and research, but also centers for promoting social integration and cultural exchange.

Furthermore, by gathering and analyzing user feedback, libraries can optimize spatial configurations to improve user satisfaction and learning outcomes [22,23]. The importance of integrating user feedback is highlighted by Camille Andrews (2015), who demonstrated that involving users in the design process leads to higher satisfaction levels and improved usability. Furthermore, a comparative study conducted by Peng (2022) emphasized the significant impact of user-centered design elements on academic performance, as students in optimized library environments showed better concentration and productivity.

The combination of technology and user-centered design not only facilitates access to information, but also supports diverse learning modalities. Libraries that provide designated areas for silent study, group collaboration, and digital content creation meet the varied preferences of students, thus fostering a more inclusive learning environment [24]. This adaptability is essential for modern university libraries aiming to serve as dynamic learning hubs.

4.1.3. Improvement of Space Quality

Space optimization and improvement of learning environment quality play a key role in the design of university libraries, aiming to improve learning efficiency and user experience. According to the research, among the key factors considered by students when using the library, the comfort and functionality of the space are important factors in determining the use of space [25]. Research shows that, by optimizing space configuration, improving furniture configuration, increasing private space, optimizing lighting conditions, etc., the attractiveness of library space can be significantly improved, thereby promoting students’ frequency of use and learning efficiency.

In the space design of the library, reasonable spatial layout and functional optimization are the basis for improving usage efficiency. Some of the literature points out that the functional configuration of different areas of the library can be effectively analyzed and optimized through the fuzzy matrix model to ensure the rational use of space and the satisfaction of students’ learning needs [26]. Research shows that different learning activities (such as independent learning, group discussions, leisure reading, etc.) have different space requirements. Therefore, flexible space division and the setting of multi-functional areas have become particularly important. Open study areas promote communication and collaboration, while enclosed individual study rooms support students who require a quiet environment. This diverse spatial configuration can meet the diverse learning styles and needs of students and improve the overall efficiency of the library.

Lighting conditions are one of the key factors affecting the quality of the learning environment. The introduction of natural light not only helps to save energy, but also significantly improves learners’ concentration and emotional state. Proper lighting design, combined with natural lighting methods such as windows and skylights, as well as efficient artificial lighting systems, can create a bright and comfortable learning environment for users. For example, Zeynep (2015) explored the relationship between students’ seating choices and daylight in open library spaces. Research shows that students are more likely to choose seats close to natural light sources, which prompts designers to consider how to maximize the use of natural light when making space layouts and improve the overall space quality by optimizing seating arrangements [27]. Fan (2022) focused on analyzing the use of window seats and found that natural light is an important factor attracting students to choose specific seats. Their study points out that, by rationally designing window layouts, increasing the penetration of natural light, and providing comfortable window seats, space utilization can be effectively improved [28]. Additionally, the improvement in environmental quality also includes aspects such as air circulation, noise control, and temperature and humidity adjustment. Research shows that good environmental quality can effectively improve students’ learning efficiency and satisfaction. For example, by introducing plants and natural elements, you can not only improve air quality, but also provide learners with a more pleasant learning atmosphere.

The selection and configuration of furniture and equipment are also very important in library space design. Ergonomic chairs, adjustable tables, and modern technological devices such as smart boards and power banks can significantly enhance students’ learning experience [29]. Many modern libraries have introduced movable and modular furniture to make the space layout more flexible. This design can not only adapt to different types of activities, but also can be quickly adjusted to meet new functional needs when space utilization is low. In addition, modern equipment and technical means make the library’s learning environment more intelligent and convenient. For example, intelligent systems can optimize resources and environment to provide users with more efficient services and comfortable learning experience.

In summary, the design of university libraries in the future will pay more attention to personalization and flexibility, while combining sustainable development and intelligent management. Designers need to create multifunctional and modern learning spaces by studying user needs. These trends will enhance the practicality and comfort of libraries and provide new ideas for innovation in future educational spaces.

4.2. Characteristics of Informal Learning Spaces

Based on the results of keyword clustering in the previous article, the five clusters are summarized into two aspects: digitalization and social media (consisting of #1 digital informal learning cluster and #4 social media cluster), and learners’ and educators’ needs for informal learning spaces (consisting of #2 self-expression cluster, #3 informal education cluster, and #5 collaborative learning cluster). From these two aspects, the following research is conducted on the development of informal learning spaces in higher education contexts.

4.2.1. Influence of Digitalization and Social Media

The widespread use of digital technologies and social media has transformed the concept of informal learning spaces in higher education. Digital tools, learning management systems (LMSs), and social media platforms have expanded the scope of informal learning from traditional library settings to a wider range of online and offline spaces. This change has made learning more flexible and provided students with more opportunities for engagement and communication. These platforms enable learners to access educational resources, engage in discussions, and participate in collaborative learning at any time and place [30,31]. The integration of LMSs, such as Moodle and Canvas, into informal learning environments has provided students with access to resources and communication tools that extend beyond the confines of the physical library [30].

Social media, in particular, has enhanced learner autonomy and provided opportunities for informal knowledge sharing, contributing to the increasing importance of informal learning spaces [32]. For example, platforms like Twitter and YouTube have enabled learners to follow educational content, participate in academic discussions, and access tutorial videos that complement formal coursework [31,33]. Such digital tools promote collaborative learning and allow students to construct knowledge through social interaction, which is a core aspect of informal learning.

However, the benefits of digitalization and social media in informal learning come with challenges. Issues such as digital distraction, data privacy, and the need for digital literacy skills must be addressed to optimize the use of these tools in informal learning settings [34]. Libraries can play a critical role by providing structured environments where students can engage with digital tools productively, ensuring both access and support for effective informal learning.

In summary, digitalization and social media have significantly expanded the scope and impact of informal learning spaces. By integrating these tools effectively while addressing potential challenges, libraries and educational institutions can enhance the learning experience and support student success in both formal and informal contexts.

4.2.2. Perspectives of Educators and Learners on Informal Learning Spaces

From the perspectives of educators and learners, informal learning spaces need to support flexibility, inclusivity, and collaboration. Educators value spaces that facilitate active learning, creativity, and problem-solving [35,36], while learners appreciate environments that offer autonomy, comfort, and social interaction [37,38]. The design of informal learning spaces should therefore include features that support a wide range of learning activities, from quiet study areas to spaces for group work and discussions.

Educators have emphasized the importance of creating environments that can be reconfigured to support various teaching methods, such as group discussions, project-based learning, and hands-on activities [35]. Informal spaces that allow for such flexibility enhance the overall learning experience by enabling educators to implement diverse pedagogical approaches [36]. For example, Bennett (2020) proposed a model for informal physics learning environments that includes adaptable spaces to encourage interaction and experimentation [39], thus fostering a deeper understanding of subject matter.

Learners, on the other hand, seek spaces that are comfortable and conducive to both focused study and collaborative work. Features like natural lighting, comfortable seating, and access to technology are consistently highlighted as important for creating effective informal learning environments [37]. Moreover, students value spaces that facilitate social learning, as interactions with peers are a key aspect of informal learning networks [40]. Providing such environments ensures that learners can seamlessly transition between individual and group learning activities, thereby improving their overall academic experience.

In conclusion, both educators and learners recognize the value of flexible, inclusive, and comfortable informal learning spaces. By incorporating these elements, educational institutions can create environments that foster active learning, collaboration, and personal growth, ultimately enhancing the quality of the learning experience.

The design of informal learning spaces not only provides a flexible and inclusive learning environment, but also has a direct impact on academic performance. Research shows that, when informal learning spaces are designed to provide students with an environment for self-directed learning, collaboration, and innovation, students’ academic performance and learning efficiency will improve. According to the research, students’ concentration, learning engagement, and academic performance are significantly improved in optimally designed informal learning spaces, especially in environments that provide digital tools and social interaction support [41]. Beichner, R. J., et al. pointed out that learners are able to better utilize available resources in such spaces, improve their critical thinking skills and problem-solving abilities, and thus significantly improve their academic performance.

In addition, research also shows that the interaction between educators and learners plays a key role in informal learning spaces. Through flexible design, educators are better able to implement interactive teaching, while students can improve their learning efficiency in a more engaging and interactive environment [42]. These studies demonstrate the usefulness of informal learning spaces in supporting academic achievement and further support the need to design university libraries as informal learning spaces.

4.3. Connections Between University Libraries and Informal Learning Spaces

Based on the previous key keyword results and the analysis of university library space design and balanced learning, we found that both fields are constantly evolving and working together to promote learning opportunities in higher education, as follows:

First, university libraries and nonlinear learning spaces have a clear connection in terms of using technology to enhance learning. For example, tools such as augmented reality (AR), virtual reality (VR), and learning management systems (LMSs) blur the boundaries between formal and nonlinear learning, allowing students to access resources and participate in learning activities wherever they are [16,30]. The integration of these technologies not only supports formal academic work, but also promotes nonlinear self-directed learning, thereby cultivating a culture of continuous education.

Second, the user-centered design of library spaces is highly consistent with the principles of balanced learning. Both environments focus on flexibility, comfort, and access to resources that meet different learning preferences. For example, the exquisite furniture and open spaces in libraries are suitable for both individual and group learning. The design meets the needs of nonlinear learners for flexible environments that can adapt to various activities [20,24]. This overlap highlights the importance of academic libraries designing hybrid spaces that support reconfigured and spontaneous learning.

In addition, both academic libraries and loop learning spaces are committed to promoting accessibility and accessibility. Libraries have historically been open to all students, providing resources and support, regardless of their background or academic ability. Similarly, loop learning spaces are designed to provide students with a comfortable environment where they can engage in self-directed learning without the confinement of formal campus. This shared emphasis on accessibility helps to close the gap in educational opportunity, ensuring that all students have the tools they need to succeed. Social interaction is another commonality. Both academic libraries and loop learning spaces provide students with opportunities for social interaction that support learning. In libraries, spaces such as group study rooms and collaborative workspaces promote peer learning and knowledge sharing. Formal learning spaces similarly emphasize collaboration, encouraging students to participate in group discussions and collaborative projects. This emphasis on social learning helps to build a sense of community, which is essential for academic success and personal development.

In addition to the above analysis, this study also found that the keywords in the two research fields have many connections based on the keyword citation burst analysis chart of the previous two sets of data, which further proves the commonality and similarity between the two topics. For example, the keyword “Virtual Design” in the research on university library space design and the keyword “Technology” in the research on informal learning, the two keywords appeared in the recent years and had a high intensity value (as shown in Figure 7 and Figure 8), which reflected that, in recent years, whether it is the research on university library space design or informal learning in higher education environments, they have paid great attention to the introduction of intelligent technology. Figure 9 summarizes and presents this correlation more intuitively. In Figure 9, the blue area is the keyword about university library space design, and the red area is the keyword about informal learning in higher education environment. The keywords with similarities or connections in the two research fields are compared and presented, and the “research direction” in the middle is a summary of the research direction of the two groups of related keywords. It can be seen that in the research directions of “Technology”, “Learning Related”, “Satisfaction”, “Service Related”, “Design”, “Innovative Space”, “Future Perspective”, and “Study Subjects”, the two topics have certain commonalities and similarities.

In conclusion, this study, by exploring the connection between academic libraries and informal learning spaces, highlights the importance of designing academic libraries from the perspective of informal learning spaces. Such learning spaces can not only accommodate traditional academic activities, but also promote new learning styles that are more interactive, student-centered, and adaptable to technological advances. The results of this discussion provide a basis for developing effective design strategies that can enhance the role of academic libraries in supporting informal learning, which will be discussed in detail in the next chapter.

5. Design Strategies for Informal Learning Spaces in University Libraries

By comparing and analyzing the spatial design of university libraries and informal learning in higher education environments, we find that designing libraries from the perspective of informal learning spaces is not only an important direction for academic development, but also provides key guidance for developing design strategies (see Figure 10). This analysis emphasizes that the function of library space should go beyond traditional knowledge storage, focusing on integrating technology, user-centered approaches, and optimizing the learning environment to better meet the needs of informal learning. Based on the above analysis, this chapter proposes three main strategic directions: technology-driven design, user-oriented approaches, and learning environment optimization. These strategies are intended to provide practical and forward-looking guidance for the design and development of university library spaces. They not only meet the needs of digital and personalized learning, but also respond to the needs of higher education for diversified and flexible learning spaces. The following sections will elaborate on these three aspects.

5.1. Technology-Driven Design for Informal Learning Spaces in University Libraries

In order to meet the changing needs of informal learning, technology-driven strategies are needed when designing university library spaces. These strategies should focus on feasible and easy-to-implement methods to integrate advanced technologies into the spatial layout of the library. These strategies should not only improve the functionality of the library, but also ensure that the space is adaptable and interactive. Below, specific design methods will be proposed and explained in conjunction with the latest research results.

5.1.1. Artificial Intelligence (AI)

Artificial intelligence (AI) is driving the transformation of university libraries from traditional knowledge storage centers to intelligent, personalized learning spaces. AI-enabled informal learning spaces break the traditional information acquisition model and improve the autonomy and interactivity of learning. Overall, AI can optimize library design through intelligent learning recommendations, interactive learning spaces, and environmental adaptive systems.

Intelligent Learning Recommendation Systems

First, the intelligent learning recommendation system can dynamically adjust collection recommendations and learning resource layout based on students’ learning habits and needs. For example, AI can analyze students’ search behavior, recommend personalized electronic resources or physical books to them, and automatically adjust the visual information display of the learning space [43].

Interactive Learning Spaces

A practical approach is to create hybrid spaces that integrate digital and physical environments. This includes designing modular areas to meet the needs of various activities, such as individual learning, collaborative projects, and digital exploration. For example, introducing shared digital whiteboards and interactive desktops in learning areas can enable the integration of physical notes and digital data, promoting hybrid learning [44]. In addition, using augmented reality (AR) and virtual reality (VR) for space division enables libraries to provide immersive learning experiences while optimizing the use of physical space. Lee (2023) demonstrated AR-based spatial visualization that enables students to preview and customize the layout of a specific academic activity. Libraries can adopt similar technologies and integrate virtual modeling tools to allow users to interact while planning projects or studying.

Libraries can also set up dedicated areas for immersive technologies, such as AR/VR stations. These areas are equipped with head-mounted devices, haptic devices, and gesture recognition systems. These technologies not only support experiential learning, but also interactive visualization, which is particularly suitable for disciplines such as medicine, engineering, and design [45]. Specific implementation methods include appointment-based immersive labs where students can conduct virtual field trips, simulations, or interactive tutorials. Libraries can also provide loanable VR kits to enable students to conduct informal learning outside the library, which meets the flexibility sought by modern students.

Environmental Adaptive Systems

Adaptive environments are essential to support dynamic user needs. A key design strategy is to embed smart infrastructure, such as lighting, temperature, and noise control systems supported by the Internet of Things (IoT). These systems adjust environmental conditions in real time based on user preferences to improve comfort and concentration. For example, Warwick (2017) noted that dynamic lighting systems can improve attention and user satisfaction in learning spaces. By adjusting brightness and color temperature to create an environment more conducive to concentration, simulating natural light for learning, and providing warm tones for relaxation or informal discussion [46], these systems not only reduce eyestrain, but also coordinate with the human body clock, thereby improving attention and overall user satisfaction in learning spaces.

Although the application of AI may partially replace traditional library functions [47], AI still faces challenges in terms of information transparency, ethics, and algorithmic fairness [43]. Human librarians are still irreplaceable in critical thinking, interdisciplinary research, and information literacy education [48]. Therefore, in the future, university libraries can tend to a human–computer collaborative model, that is, AI enhances the efficiency of information acquisition, and librarians focus on high-level academic guidance to ensure the balanced development of digital technology and humanistic values.

5.1.2. Combining ALFIN with Digital Humanities

An important aspect of modern library design is the integration of ALFIN with digital humanities, which can greatly enhance informal learning experiences. As mentioned by Hartsell-Gundy (2020) and Millson-Martula (2020), digital humanities offer great potential for libraries to make scholarly resources more interactive, accessible, and accessible to a global audience [18,49]. Incorporating digital humanities tools into informal learning spaces can help students to interact with digital collections, develop critical thinking, and improve data analysis, content creation, and scholarly research skills.

For example, libraries can design interactive digital humanities areas where students can access and manipulate datasets, create digital projects, and conduct research in real-time collaboration. These areas can be configured with software tools suitable for digital text analysis, data visualization, and multimedia creation to support individual and collaborative learning. These tools not only provide practical learning opportunities, but also help students gain a deeper understanding of the academic process, making learning more immersive and interdisciplinary [18].

In addition, libraries can integrate collaborative digital platforms in these areas to promote interdisciplinary collaboration among students and interact in real time to promote the exchange and sharing of ideas. Through such a design, students can participate in virtual academic lectures, peer learning, or community-based research projects, thus adapting to an educational environment that increasingly values collaboration and interaction.

5.1.3. Information Literacy (ALFIN) and Collaborative Digital Tools

In addition to integrating digital humanities, information literacy (ALFIN) should also be at the core of the design of informal learning spaces. Libraries should provide environments that help students to use information critically, including providing tools and systems that promote information evaluation, data literacy, and the ethical use of digital resources. For example, libraries can design information literacy training areas equipped with digital devices for personal learning and research support, such as academic search tools, citation generators, plagiarism detection systems, etc.

To support personalized learning, libraries can create soundproofed study cubicles that are equipped with personal screens, wireless charging devices, and AI-driven digital assistants, designed for students who need a quiet environment for independent tasks. Libraries that adopt this design have shown improvements in student satisfaction and productivity, especially among students involved in high-intensity research activities.

In addition, libraries can integrate interactive, gamified platforms to encourage students to participate in the learning of information literacy content through challenges, questions and answers, and reward mechanisms. Some research pointed out that gamification elements can increase student engagement, make the learning process more interesting, and improve learning outcomes [49].

5.1.4. Incorporating 5G-Enhanced Connectivity

5G technology provides a solid foundation for seamless high-speed connectivity. Libraries can deploy 5G-enabled mobile learning pods to allow students to access cloud applications and collaborate on and off campus. In addition, live content broadcast rooms equipped with 5G networks can support virtual guest lectures and cross-institutional research discussions [15].

By implementing these strategies, academic libraries can develop into hybrid ecosystems that support informal learning, adopting innovative technology-driven designs. This ensures that libraries can meet the changing needs of students and educators while improving overall learning outcomes. Based on the above research foundation, this paper summarizes the framework for implementing these technological measures (Figure 11), which provides theoretical guidance for the subsequent design of informal learning spaces in libraries.

5.2. User-Oriented Design for Informal Learning Spaces in University Libraries

Designing informal learning spaces in academic libraries requires a user-oriented approach that emphasizes adaptability, accessibility, and inclusion. By integrating actionable strategies and best practices from contemporary literature, libraries can create spaces that effectively support diverse learning needs and preferences. This section will focus on specific, evidence-based strategies and provide practical design guidance to enhance the functionality and user experience of informal learning spaces.

5.2.1. Flexibility and Personalization

Flexibility is the cornerstone of effective informal learning spaces. Modular and reconfigurable furniture, such as movable tables and chairs and partition walls, are essential in providing users the ability to adjust the environment according to their immediate needs [19]. The practical applications of this approach include implementing zoning strategies with adjustable furniture in different areas to support seamless transitions between individual learning and group collaboration. For example, Mpungose (2022) demonstrated, in a case study, that modular workstations with writable surfaces facilitate collaborative brainstorming while maintaining the option of independent focus [30]. Tampere University of Technology in Finland implemented co-designed temporary learning spaces in collaboration with its parent organization. These spaces not only encouraged student engagement, but also provided flexibility for different learning styles. The study highlighted the positive impact of such flexible, multifunctional spaces on student satisfaction and engagement, demonstrating the effectiveness of user-oriented design in promoting dynamic learning environments [50].

To further support personalized learning, the use of acoustically isolated cubicles equipped with technology-enhanced devices such as personal screens, wireless charging stations, and AI-driven digital assistants is recommended [51]. These cubicles are specifically designed for students who need an undisturbed environment to carry out reflective tasks. Libraries that have adopted this design have observed an increase in user satisfaction and productivity levels, especially among students engaged in research-intensive activities.

5.2.2. Inclusion and Accessibility

Creating inclusive spaces that can accommodate diverse users is essential. The importance of incorporating adjustable furniture and clear navigation paths for users with physical or cognitive disabilities is emphasized [40]. Libraries can adopt universal design principles by providing adjustable-height tables, tactile floor guides, and visually distinct signage. In addition, Indiana University Libraries focused on renovations for their Learning Commons and Scholars’ Commons. These spaces were designed with a clear focus on supporting both undergraduate students and graduate students/faculty with distinct needs. The renovations incorporated user feedback to ensure flexibility and accessibility, aiming to accommodate the diverse academic and research needs of students across different academic levels [52].

Language diversity is also a growing concern on university campuses around the world. The use of multilingual digital interfaces and real-time translation tools in collaborative areas ensures equitable access to resources for international students [24]. Libraries that have implemented these features report increased engagement and interactivity among multilingual user groups, especially in team projects.

5.2.3. Open and Collaborative Environments

Open floor plans and dedicated collaborative and quiet study areas are essential to balancing the needs of diverse users. The advantage of open layouts is that they reduce physical barriers and promote spontaneous peer interactions [19]. For example, strategically placed writable whiteboards and glass walls in these areas can help students to visually present and share ideas. Integrating writable surfaces in group study areas improves brainstorming efficiency and encourages active participation [35].

For collaborative environments, equipping discussion rooms with interactive touchscreens and shared document platforms facilitates group work [53]. These rooms can include virtual whiteboards and collaborative software to help students to seamlessly integrate digital and physical workflows.

At the University of Nebraska, Lincoln, a study compared the use of informal learning spaces in both the library and the student union. It found that, while both spaces were designed to foster collaboration, students often used these spaces for individual study. Key design features like comfortable furniture and natural lighting played a significant role in encouraging student engagement. This finding emphasizes the need for designs that support both individual study and group collaboration within the same space [54].

5.2.4. Digital Integration and User Support

Libraries can adopt digital tools to enhance the user experience. Antasari (2022) pointed out that mobile applications and self-service terminals play an important role in resource search, space reservation, and navigation. Integrating these tools can reduce operational barriers and allow users to focus more on their learning goals. In addition, Loughborough University, UK, integrated digital tools into its informal learning spaces, emphasizing the importance of flexibility and adaptability in supporting diverse learning activities. The university’s design approach showed that students’ learning preferences varied based on factors such as academic level and campus geography, highlighting the need for spaces that can evolve with student needs [55].

Furthermore, gamification elements such as leaderboards for collaborative learning rooms or achievement badges for resource exploration can increase user engagement [24].

5.2.5. Continuous Improvement Through Feedback

A user-oriented design process must include iterative improvement based on user feedback. Libraries can implement a framework for continuous evaluation through periodic surveys, workshops, and suggestion platforms [30]. For instance, rapid prototyping of new layouts or furniture arrangements followed by user testing enables libraries to identify and address evolving needs effectively.

By implementing modular and reconfigurable layouts, inclusive design features, and collaborative tools, libraries can create informal learning spaces that are flexible, open, and user-centered. Integrating advanced digital systems and maintaining an iterative design process further ensures that these spaces can evolve in sync with user expectations. The combination of these strategies provides libraries with a solid framework that supports diverse learning practices while fostering innovation and creativity.

5.3. Learning Environment Optimization for Informal Learning Spaces in University Libraries

5.3.1. Spatial Design and Layout

Spatial layout plays a key role in supporting diverse learning activities in informal learning spaces. A well-organized layout promotes both individual and collaborative learning, while flexible design enables the space to adapt as user needs change. The following strategies focus on creating layouts that are adaptable, versatile, and conducive to a variety of learning styles.

Zone Layout for Task-Specific Spaces

Different learning tasks require different spatial layouts and atmospheres. For example, quiet, focused learning areas need to minimize distractions, while collaborative areas are suitable for more open and dynamic layouts. Chen et al. (2022) emphasized the importance of dividing different areas to meet these needs, including focused learning areas, group collaboration areas, and social interaction areas [56].

When designing spatial layouts, the spatial layout of academic libraries is optimized through user feedback, with a focus on clarifying functional areas for quiet, autonomous, collaborative, and multifunctional activities, and using simulation models to determine zoning requirements by collecting quantitative and qualitative data on user preferences [19]. Through these methods, spaces with clearly divided areas for different activities are designed. For example, quiet study areas should be isolated from group work areas to reduce distractions. Collaborative areas should have large tables, flexible seating arrangements, and open layouts to promote communication and teamwork. However, it is undeniable that there are also studies that have shown that the hybrid integration of flexible and fixed layouts can promote both dynamic group work and uninterrupted individual learning [57].

Modular and Flexible Furniture Systems

Flexible furniture systems are essential to creating adaptable spaces that can easily accommodate different sizes and activities. For example, the University of Iowa Learning Commons integrates modular furniture that allows users to configure the space to suit their needs—whether studying alone or collaborating in groups [58]. Additionally, Wuhan University Library uses flexible and movable seating in its space renovation, integrating space design with user learning experience, allowing the library to meet the different needs of students while maintaining visual and physical accessibility.

For specific strategies, lightweight, movable furniture can be used that can be easily rearranged to support individual and group work. Furniture should be ergonomic and provide comfort for long periods of use. Include a variety of seating options, such as single chairs, sofas, and larger tables to ensure flexibility and responsiveness. In addition, when it is necessary to balance the relationship between privacy and social interaction in the learning space, cluster seating areas can be used for collaboration near high-traffic areas [59] to achieve both privacy and social interaction in the same space.

Acoustic Considerations in Layout Design

Acoustic performance is a key factor in optimizing spatial functionality. Open layouts are common in informal learning environments and often result in noise-related distractions. Strategic furniture placement and acoustic treatments can mitigate these issues.

When designing, flexibility can be gained through the use of acoustic materials such as sound-absorbing panels, partitions, and furniture designed to reduce noise. For example, modular partitions can be used to separate noisy group work areas from quiet learning spaces, creating acoustically balanced areas. Additionally, furniture can be arranged in a way that creates visual and auditory separation, helping to manage sound levels [60].

5.3.2. Environmental Comfort and Well-Being

The comfort of the physical environment is a key element in designing informal learning spaces as it directly impacts cognitive performance, emotional well-being, and user engagement. Key strategies include integrating natural light through large windows and skylights, complemented by adaptive artificial lighting systems that cater to different zone functions [27]. Thermal and acoustic comfort can be achieved through smart climate control systems, sound-absorbing materials, and clear spatial zoning to separate high-activity and quiet areas [38]. Additionally, biophilic design elements, such as green walls, natural materials, and nature-inspired aesthetics, enhance the overall ambiance, reduce stress, and promote cognitive benefits [34]. These measures create a comfortable and productive environment for diverse learning activities.

For a detailed breakdown of these strategies, including specific design measures and their benefits, please refer to the above table (Figure 12). It outlines actionable steps such as employing zoned lighting designs [27], introducing soundproof study pods, and incorporating nature-inspired elements, supported by case studies and evidence from research [34,38]. These practices ensure that library spaces are not only functional and adaptable, but also inviting and conducive to sustained learning and collaboration.

6. Conclusions

In this study, we conducted a scientometric review of informal learning spaces in university libraries, analyzing the relationship between library space design and informal learning in higher education. Using CiteSpace software, the bibliometric analysis of the Web of Science Core Collection revealed that digital technologies, such as augmented reality (AR), virtual reality (VR), and 5G, are reshaping library spaces to support hybrid learning environments. This study emphasized user-centered design strategies, including flexibility, comfort, and inclusion, as key factors in promoting diverse learning activities. University libraries are moving beyond traditional roles to become dynamic learning centers, enhancing student experiences through collaborative and flexible spaces. The importance of this study lies in that it provides a structured approach to understand the relationship between space design and informal learning and provides valuable insights for future library development and optimization of learning environments.

However, the evolving functions of academic libraries raise a critical question about the definition of the term “library” itself. Traditionally, libraries have focused on physical collections of books and multimedia resources [7]. With the rise of digital resources and repurposed spaces for collaborative, informal, and tech-enhanced learning, one must ask: are these spaces still libraries in the traditional sense, or do they represent a new category of educational space? This shift necessitates a reassessment of libraries in the digital age. Libraries are increasingly being seen as adaptable, multifunctional spaces that foster learning and innovation, a view critical to their continued relevance in modern education.

In line with this shift, university libraries are increasingly recognized as “third spaces” [61], not only serving as repositories of knowledge, but also fostering collaboration and social interaction. These spaces support engagement and community-building, highlighting the library’s evolving role as a hub for academic and social activity. Furthermore, university libraries also play a significant role in supporting the achievement of Sustainable Development Goals (SDGs), particularly in quality education and social inclusion. By providing equitable access to information and promoting open knowledge, libraries contribute to SDGs, fostering social change and ensuring that knowledge is accessible to all [62,63].

Despite the wide scope of this review, this study has some limitations. It relied only on the Web of Science Core Collection, potentially overlooking relevant studies in other databases like Scopus or Google Scholar, as well as non-English literature. Furthermore, some of the latest digital innovations, particularly in AI, machine learning, and immersive technologies, may not be fully reflected. This review mainly focused on bibliometric analysis, lacking qualitative exploration of user experience and specific cases, which could further enrich our understanding of informal learning spaces.

Future research should integrate cutting-edge technologies and new methods to enhance the design of informal learning spaces in academic libraries. Big data and machine learning can help to understand spatial behavior, leading to data-driven design strategies. AI can optimize library environments in real-time, adapting to users’ needs for quiet learning, collaboration, or tech-enhanced learning. Additionally, immersive technologies like VR and AR can complement physical spaces to create a seamless hybrid learning experience.

Generational shifts are also crucial in future library design. While Baby Boomers and Gen X saw libraries as quiet, resource-based spaces [7], Millennials and Gen Z have embraced digital tools, collaborative spaces, and mobile access [4,6]. Gen Alphas, growing up with AI-driven education, may further shift libraries toward adaptive, AI-powered learning environments [4]. These changes require ongoing reassessment of library design to balance traditional functions with evolving digital needs, ensuring that libraries evolve into dynamic learning environments supporting diverse academic and informal learning needs.