Samenvatting

In an age of intertwined crises and social transitions, education systems are increasingly called upon to support not just knowledge acquisition, but meaningful, resilient, and future-proof learning. This study explores ‘emergent-learning spaces’ as contexts where students and educators co-create learning beyond the rigid structures of traditional schooling. These spaces enable spontaneous, situated, and collective learning to emerge. Their presence reflects an urgent educational shift: from hierarchical knowledge transfer to relational, transdisciplinary knowing.