Le mobilier en classe flexible : une alternative qui favorise le bien-être et l'apprentissage

The aim of this thesis is to answer the final question: ‘To what extent does the choice of furniture, through its nature and configuration, help to develop the motivation and autonomy of Year 10 pupils while promoting harmonious coexistence (including with teachers) in a flexible classroom setting?’ It reviews the work of various authors in order to define and cover three key concepts: autonomy, motivation and harmonious coexistence. They assert that these three elements are enhanced in flexible classrooms, and my own research aims to discover the role of furniture (in terms of its nature and configuration) in this externality, through field observations and a questionnaire given to a Year 9 class with students of various profiles (including athletes, who are more energetic, artists, who feel a stronger need to express themselves, and those studying Latin, who are perceived as more ‘serious’ according to popular belief). This thesis ultimately partially validates the idea that furniture can increase student autonomy, and fully validates the theories that it develops motivation and community spirit in a secondary school classroom. It confirms that flexible classrooms, and with them flexible furniture, can be adapted to different student profiles and promote their well-being in order to encourage work.