Delphi Validation of a Rubric for IkasLab Spaces for Active and Global Learning

Innovative learning environments such as IkasLab demand evaluation instruments that connect spatial design with pedagogical, cognitive, and technological dimensions; however, no validated tools currently address this need. This study aimed to develop and validate a rubric for assessing IkasLab classrooms, conceived as active learning environments that foster cognitive and metacognitive processes. A two-round Delphi study was conducted with a panel of 13 experts in learning spaces, cognitive processes, and ICT. Quantitative assessments and qualitative contributions were analysed, and the expert competence index (K = 0.835) confirmed a high level of expertise and consensus. The resulting rubric is organised into four blocks—social learning spaces, learner-centred environments, spaces for reflective thinking, and spaces for deep learning—each linked to specific cognitive processes derived from established theoretical frameworks. The validated instrument offers a structured and coherent framework for examining how spatial, cognitive, and technological components interact within IkasLab environments. The findings contribute theoretically by articulating a model that associates physical learning spaces with cognitive processes, and practically by providing an evidence-based tool for teachers, designers, and policymakers seeking to evaluate or implement active, flexible, and cognitively oriented learning environments.