Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations

Muhammed Eken; Sevgi Demir; Kerim Gundogdu; Canay Aktaş

doi:10.63612/ijesp.1852969

Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations

Abstract

In response to the shifting educational paradigms that emphasize active learning and 21st-century skills, the adoption of flexible, technology-integrated learning spaces has become increasingly critical. Grounded in the theory of educational change, this study aims to explore teachers' perceptions and lived experiences regarding the integration of FCL environments into centralized educational settings. The study addresses how teachers became aware of FCL classrooms, their motivations for participation, their experiences in establishing FCL environments, the challenges encountered, and the perceived effects of FCL practices on students. This research was conducted using a basic qualitative research design. The participants consisted of 17 primary school teachers in Türkiye who had experience working in FCL classrooms. Data were collected through semi-structured interviews and analyzed using content analysis. The findings indicate that teachers primarily became aware of FCL classrooms through in-service training programs, professional networks, digital platforms, and international experiences. Teachers’ motivations were mainly related to creating innovative and student-centered learning environments, supporting student development, and enhancing professional growth. The transformation process into an FCL environment emerged as a multi-stage and collaborative structure involving planning, physical redesign, accreditation, and community support. Teachers reported challenges in adapting the centralized curriculum to FCL environments, particularly related to time constraints and technological infrastructure. The findings suggest that FCL practices support students’ development of 21st-century skills and meaningful learning experiences. Policymakers and school administrators should therefore move beyond physical infrastructure and support continuous professional development and flexible curricula to ensure sustainability.

Keywords

Ethical Statement

The author(s) confirm that all ethical principles were followed throughout the research process. The study received formal approval from the Aydın Adnan Menderes University Educational Research Ethics Committee (Date: 19.12.2024; Protocol Number: 2024/10-XVII). All participants provided their informed consent prior to the interviews. To protect the privacy of the participants, data were anonymized, and no personal identifying information was included in the manuscript.

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Details

Primary Language

English

Subjects

Instructional Technologies

Journal Section

Research Article

Authors

Muhammed Eken ^*
0000-0002-9390-9218
Türkiye

Sevgi Demir
0009-0000-3751-0301
Türkiye

Kerim Gundogdu
0000-0003-4809-3405
Türkiye

Canay Aktaş
0000-0001-9905-5834
Türkiye

Early Pub Date

July 1, 2026

Publication Date

-

Submission Date

January 1, 2026

Acceptance Date

June 22, 2026

Published in Issue

Year 2026 Number: Advanced Online Publication

DOI

https://doi.org/10.63612/ijesp.1852969

IZ

https://izlik.org/JA55MB58AK

Cite

RIS / Bibtex

APA

Eken, M., Demir, S., Gundogdu, K., & Aktaş, C. (2026). Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations. International Journal of Educational Studies and Policy, Advanced Online Publication, 382-408. https://doi.org/10.63612/ijesp.1852969

AMA

1.Eken M, Demir S, Gundogdu K, Aktaş C. Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations. IJESP. 2026;(Advanced Online Publication):382-408. doi:10.63612/ijesp.1852969

Chicago

Eken, Muhammed, Sevgi Demir, Kerim Gundogdu, and Canay Aktaş. 2026. “Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations”. International Journal of Educational Studies and Policy, no. Advanced Online Publication: 382-408. https://doi.org/10.63612/ijesp.1852969.

EndNote

Eken M, Demir S, Gundogdu K, Aktaş C (July 1, 2026) Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations. International Journal of Educational Studies and Policy Advanced Online Publication 382–408.

IEEE

[1]M. Eken, S. Demir, K. Gundogdu, and C. Aktaş, “Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations”, IJESP, no. Advanced Online Publication, pp. 382–408, July 2026, doi: 10.63612/ijesp.1852969.

ISNAD

Eken, Muhammed - Demir, Sevgi - Gundogdu, Kerim - Aktaş, Canay. “Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations”. International Journal of Educational Studies and Policy. Advanced Online Publication (July 1, 2026): 382-408. https://doi.org/10.63612/ijesp.1852969.

JAMA

1.Eken M, Demir S, Gundogdu K, Aktaş C. Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations. IJESP. 2026;:382–408.

MLA

Eken, Muhammed, et al. “Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations”. International Journal of Educational Studies and Policy, no. Advanced Online Publication, July 2026, pp. 382-08, doi:10.63612/ijesp.1852969.

Vancouver

1.Muhammed Eken, Sevgi Demir, Kerim Gundogdu, Canay Aktaş. Teachers’ Experiences in Establishing Future Classroom Lab (FCL) Environments: Challenges, Contributions, and Recommendations. IJESP. 2026 Jul. 1;(Advanced Online Publication):382-408. doi:10.63612/ijesp.1852969