Abstract
This report presents the results of a study on active learning classrooms carried out at the University of Montpellier, with the aim of exploring their use and influence on teachers' pedagogical practices. The study identified 35 learning lab rooms and 841 teachers assigned to them on the timetable for the year 2022-2023. By examining the 71 responses to the questionnaire distributed to the 841 teachers who used these rooms, the study reveals that these spaces, characterized by their modularity and digital equipment, are mainly used to foster interaction between students and with teachers, as well as to promote active teaching methods. However, around a third of the teachers participating in the survey did not deliberately choose these rooms, underlining the strong spatio-temporal constraints. Despite a low rate of support, teachers perceive a positive evolution in their knowledge and pedagogical practices when using these spaces.