Ethical considerations to incorporate users' perspectives when designing inclusive learning environments

This study investigates ethical considerations that may frame interactions with users, when gathering their perspectives to design inclusive learning environments. Emphasizing inclusive and participatory design, the paper highlights the growing need for learning environments that accommodate diverse needs while adhering to ethical standards. Utilizing a multiple case study methodology, the study analyses three learning contexts: primary school classrooms (Case Study 1), university indoor settings (Case Study 2), and outdoor campus greenspaces (Case Study 3). Methods include interviews, surveys, and quasi-experimental approaches to explore student perceptions of their environments. Ethical considerations were central to the research design, guided by frameworks such as GDPR, BERA Ethical Guidelines, and the BPS Code of Conduct. Issues like consent, confidentiality, data governance, and participant well-being were carefully addressed. This research contributes to the discourse on creating adaptive, inclusive, and ethically responsible learning spaces that support student success and mental health across diverse educational environments.