The Ministry of Education is funding a significant building programme for primary and secondary classrooms across Aotearoa, New Zealand. In New Zealand there is an expectation that new or refurbished classrooms will be innovative, modern or flexible learning environments. This paper reports findings from a critical policy analysis of the discourse within Ministry of Education documents focusing on the design of learning environments published 2010–2019. Using a ‘what’s the problem’ approach (Bacchi in Women, policy and politics: the construction of policy problems, Sage, London, 1999), we examine the representation of the ‘problems’ which the policy documents relating to modern learning environments intend to address. We use an eight-stage process of analysis of these documents in order to identify policy priorities, ideologies, assumptions and potential outcomes in order to see how these are used to justify authority and action. This analysis revealed two larger ‘problems’ and a number of subthemes underpinning these documents. We suggest that the construction of these problems has conflated many aspects of both space and teaching and learning and relied on unquestioned assumptions about ‘modern’ learning and collaborative teaching. We conclude by considering the implications of this policy direction for New Zealand’s education system.

教育部正在为新西兰Aotearoa的中小学教室的一项重要建筑计划提供资金。在新西兰，人们期望新的或翻新的教室将成为创新的，现代化的或灵活的学习环境。本文报告了教育部文件中有关话语的重要政策分析的发现，这些文件侧重于2010-2019年发布的学习环境设计。我们采用“问题是什么”的方法（《女人中的巴基》，政策和政治：政策问题的构建，萨奇，伦敦，1999年），研究了与现代学习环境有关的政策文件所要解决的“问题”的表述。地址。为了确定政策重点，意识形态，假设和潜在结果，以便了解如何使用这些假设来证明权威和行动的合理性。该分析揭示了两个较大的“问题”和这些文档的许多子主题。我们认为，这些问题的构建将空间，教学与学习的许多方面结合起来，并依赖于关于“现代”学习和协作式教学的毫无疑问的假设。最后，我们考虑了这一政策方向对新西兰教育体系的影响。我们认为，这些问题的建构将空间与教学的许多方面结合起来，并依赖于关于“现代”学习和协作式教学的毫无疑问的假设。最后，我们考虑了这一政策方向对新西兰教育体系的影响。我们认为，这些问题的构建将空间，教学与学习的许多方面结合起来，并依赖于关于“现代”学习和协作式教学的毫无疑问的假设。最后，我们考虑了这一政策方向对新西兰教育体系的影响。