Bruce A. Jilk argues that educators and architects can do more for learners if they design less and allow the final shape and space of the school to evolve by its use in the process of teaching and learning.  The ‘overdesigning’ of schools can lock learning and teaching activities into predetermined spaces.

When the design is regarded as something that can be shaped by need, this gives the users more control.  The design may be future-proofed by allowing for responsiveness to changing pedagogies or even a shift in educational philosophy.

This notion responds to the fact that the design of the building alone will not transform learning, and that the comprehensive understanding of which pedagogies need to be supported in the space is fundamental.

With the open plan school model in the 1970s and 1980s, most literature states that the physical arrangement of space was represented as the end rather then the beginning of the transformation process, and this contributed to the ultimate abandonment of the concept. 

Ultimately, the structure and support networks were not in place for teachers to test and develop the concept therefore illustrating the importance of continuously evolving rather than just coping with one spatial solution for an educational transformation.