الفهرس 
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Abstract
In recent decades, various changes have occurred in the learning environment at universities regarding the possibilities of where, how, and when different learning students’ activities occur. These various changes are the results of new learning objectives (student-centred, multidisciplinary, blended, immersive and hybrid) and the move to embrace technology tools as embedded learning tools, as well as the nowadays net student’s generation traits like (being more team oriented, technology savvy, learning by inductive discovery, multi-tasking, having short attention span and crave social interaction). Hence, the recontextualization of learning environment includes a transition to more unstructured and informal settings and is driving more demand for informal study spaces, not only in traditional places like libraries but in many other places on campuses. Research had shown that the non-designated spaces used by students to work together outside the classroom were increasingly being recognized for their educational values and contribution to creating a sense of community. New approaches towards active learning are changing the role of educational spaces, from instruction places to learning spaces. As per Dugdale & Long traditional categories of space are becoming less meaningful as space becomes less dedicated, and operating hours extend toward 24–7 access. Thus, question is raised about the way higher education students experience campus informal learning spaces specially in architectural education environment as well as the suitability of the current physical setting to fulfil architectural students’ needs and to host the different types of learning activities needed. Therefore, this research aims at analysing informal learning spaces in different architectural education buildings by tracing architectural students’ behaviour and different activities that occur away from the scheduled formal learning spaces. Based on a review of the literature a survey was held and observational sweeps has taken place in architectural departments in Egypt in order to identify how, what, where and when different learning students’ activities occur in relation to informal learning space preferences as well as focusing on ’why’ students held these informal learning space preferences.
The research showed the significance of the informal learning attributes on the various types of learning spaces in the architectural education environment in Egypt. The research asserted as well that the design studios should be planned with an eye toward enhancing participation and applying the concepts of informal learning spaces, as they are the primary location for students’ work and activities. The research highlighted the importance to rethink the library as a learning hub and its spaces to be designed to support different students’ learning activities to be more effective and attractive to students. The results should help architects build and enhance informal learning spaces in the architectural education environment in Egypt’s universities by giving them a better understanding of how space qualities affect students’ choice of space and satisfaction with it.