Reimagining Higher Education Spaces: A Student Round Table at the Wagstaff Showroom

Design Insider partnered with Wagstaff Group during their Education Month for a standout round table event exploring the future of student learning environments. Chaired by Design Insider Editorial Director Alys Bryan, the conversation placed student perspectives at the centre of university design.

Hosted within Wagstaff’s Higher Education Showroom, an innovative space segmented into key interior zones—the event formed part of a wider showcase examining how design can support inclusivity, acoustics, wellbeing, and academic success in education. Students from the Royal College of Art, London College of Communication, and Oxbridge joined the discussion, sharing diverse insights from design, communication, and humanities backgrounds on how learning environments can better meet their evolving needs.

As one of the UK’s leading suppliers to the education sector, Wagstaff brought their expertise and insight of higher education facilities to their showroom with a month-long focus featuring cutting-edge solutions and presentations developed in collaboration with Casala, Extremis, Flokk, JDD , KI, La Palma and Welltek. With a project portfolio of some of the largest UK university projects including UEL’s Main Reception Area, Cardiff University’s School of Architecture, Cambridge University’s Biotech building and Leeds University Ester Simpson Building, Wagstaff’s showroom illustrated furniture and learning environments that enhanced academic performance while prioritising the student’s wellbeing and overall university experience

The dedicated student round table became a platform for fresh thinking, highlighting five key themes: lighting, flexibility, inclusivity, infrastructure, and wellbeing. Together, they revealed a clear direction for creating human-centred, adaptable spaces that support both academic performance and student wellbeing. As one of only six appointed university furniture suppliers in the UK, Wagstaff also provided students with a guided showroom tour.

University Space Design: Seeking Comfort, Control, and Clarity

Environmental factors such as lighting, temperature, and acoustics were raised repeatedly as fundamental barriers, or enablers, to productivity.

“We found that our library can be really hot and the lighting very clinical,” shared Ananya Sebastian (RCA). “It made us sleepy and it wasn’t an ideal working environment.”

The lack of task or ambient lighting options, particularly in shared studios and classrooms, left students feeling disengaged. “I like when we have access to natural light through the big windows, but that’s only during the day,” said Gemma Collins (RCA). “Once it’s dark, there’s harsh white light or complete darkness. There’s no transition.”

Temperature was a consideration. “Our studio used to get warm during the summer,” noted Khwaja Luqman Sadiq (RCA). “This brings challenges – particularly around deadlines. To have studio spaces that are more open with ventilator windows, better airflow and flexible temperature control, would make a much more comfortable learning environment.”

Acoustics, especially in open-plan studios or shared teaching environments, added another layer of difficulty, particularly for neurodiverse students. “Some days our studio is extremely crowded and noisy,” shared Ananya. “I get easily distracted, so I find myself walking across campus just to find a quieter place.” Visual dividers often failed to address the auditory overload: “We have shutters, but they don’t block sound. Just visuals.”

Student Needs: Flexibility as the Cornerstone of Learning

Perhaps the most recurring theme across the discussion was the desire for flexibility in spatial design—something students felt was consistently lacking in current university layouts.

“Rigid, fixed-purpose study spaces don’t work for everyone,” said Gemma. “We need environments we can shape based on the day, the task, or our personal mood.” Several participants praised spaces that allowed for collaborative and individual work to happen side by side but noted these were rare and often in high demand.

“Some of the newer campuses are getting this right,” noted Khwaja. “At Battersea, for example, the hot-desking areas come with storage, good furniture, and even plug sockets. It’s more user-friendly.

That frustration extended to personal desk space. The lack of personalisation options, from furniture layout to lighting and temperature, made students feel out of control in spaces where they needed to focus. “In our studio, we have one long wooden table that everyone shares, no defined areas. It’s cluttered and distracting,” said Ananya.

Flexibility also extended into students’ wish lists for non-academic space. “I’d love a lounge area, somewhere just to chill,” said Gemma. “Sometimes you don’t want to work or sit upright. You just want to rest and reset.” The idea of Google-style huddle pods came up several times as a dream scenario for mixed-use spaces.

Infrastructure and Accessibility: Function Must Match Intention

Throughout the conversation, students highlighted a series of infrastructural mismatches, spaces that were designed with good intentions but failed in execution due to overlooked details.

Pods were a perfect example. “They’re marketed as focus zones, but they don’t have sockets, so I can’t stay there for more than 40 minutes. My laptop dies,” one student explained. “They were built to be short-use areas, but that completely limits their potential.”

Wayfinding emerged as another unexpectedly large issue. “Even in my third year, I still get lost in my building,” admitted one student. Another shared, “We’re in three buildings joined together, it’s a total maze. Someone started drawing arrows on the walls with pencil just so people could find the loo.”

Booking systems were also discussed, with some collaborative spaces lying empty because they required advance reservations. “Sometimes we just want to sit together after class, but we can’t book anything fast enough. So people just squeeze around random tables.”

Accessibility wasn’t only about mobility, either. One student pointed out, “The sockets are under our seats and hard to reach. I measured them for a project, they aren’t even usable for someone in a wheelchair.” The disconnect between availability and usability was seen as a critical barrier to inclusive education environments.

Wellbeing and Comfort: More Than a Buzzword

Students were clear: the design of their university environments directly impacts their mental and emotional wellbeing.

“There are days I’m at uni from 9 a.m. to 10 p.m.,” commented one student, “I eat all three meals there. Having a space to rest, even just for a five-minute nap, would make such a difference.” Many nodded in agreement, suggesting everything from nap pods to soft seating zones as essential additions.

Kitchen spaces, surprisingly, were also noted as a missing amenity. “I didn’t even know our studio had a kitchen until recently,” admitted Ananya. “It’s there, but not signposted. You wouldn’t know unless someone told you.” A kitchen, combined with rest areas, was seen as essential for long-haul study days.

Students also expressed a strong desire for spaces that feel good to be in. “We don’t just want functionality, we want warmth, natural materials, greenery. Things that remind us we’re human, not machines,” said Khwaja. Another added, “When I walk into a space and see other students’ work on the walls, or even a view of the park, it’s inspiring. That’s the kind of space I want to be in.”

Ergonomics also came up repeatedly. “We don’t have enough supportive chairs, especially for long hours,” one student shared. “I’d love a chair with proper back support. It’s such a small thing, but it makes a massive difference.”

University Selection: What Really Matters When Students Apply

When choosing a university, students admitted they were more influenced by campus feel, workshop facilities, and the character of the buildings than sustainability credentials or even accessibility, though these grew in importance after enrolment.

“There’s something powerful about studying in a space with history,” one humanities student said.

“It makes you feel like you’re part of something bigger.” Another noted: “I loved that my university had both a modern and an older library, right next to each other. That variety in such a small footprint was part of the appeal.”

The visual and emotional atmosphere of the entrance spaces also made an impression. “Our Kensington campus has a hidden courtyard and a tree where people meet every morning. It sets the tone, it feels like you’re part of a community,” said Khwaja.

Despite initial indifference, sustainability became more relevant once students understood how universities implement it. “Our technicians are strict about using eco-friendly materials,” said Gemma. “They’ve even removed some products from the workshops because they weren’t sustainable enough.” Another noted how their campus shop only stocks sustainable materials, even if they’re more expensive. “They’re upfront about it, and that helps us make better choices.”

A Human-Centred Future: Student-Led Design Principles

In their closing reflections, students were invited to define what “good design” means in a university context. Their responses were powerful in their simplicity and consistency:

• “User-centred and intuitive.”
• “Peaceful, private, but with the option for collaboration.”
• “Ergonomic, flexible, and inclusive.”
• “Spaces that don’t feel like institutions, but like communities.”

Their final wish lists offered clear direction for future university design:

• More flexible, reconfigurable furniture (height-adjustable desks, moveable chairs, modular pods)
•  Greater control over lighting and temperature
• Clearly defined wayfinding and signage
• Kitchenettes and rest areas
• Comfortable, less formal spaces for relaxation and social connection
• Napping pods and soft seating for decompressing between classes
• Garden spaces or outdoor access
• Sustainable materials and furniture with clear environmental credentials

In the words of one student: “Design should help us adapt to the day, not force us into a rigid routine. We’re not all working the same way, and our spaces should reflect that.”

A Call for Responsive, Inclusive Design

This round table revealed more than just frustrations, it showcased a generation of students who are engaged, thoughtful, and deeply aware of the environments they learn in. Their call is simple but powerful: design for choice, comfort, and community.

As Wagstaff concludes their Higher Education Month, this conversation reminds us that the future of university design lies not in dictating how spaces are used, but in empowering students to make those spaces their own.

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