Foucault's Panopticon Theory in the Design of Classroom Space and Layout: A Critical Examination and Future Prospects

Abstract

This study adopts Michel Foucault's Panopticon theory as an analytical framework to explore how the design of classroom spaces and layouts functions as a mechanism of power that profoundly influences student behavior, autonomy, and overall learning experiences. The paper begins by elucidating the core concepts of the Panopticon theory and its metaphorical operation within educational institutions, revealing how the traditional "rows of desks" classroom layout, through centralized surveillance and heightened visibility, compels students to internalize disciplinary practices — thus producing what Foucault terms "docile bodies". Subsequently, the study examines the design philosophy underpinning modern flexible learning spaces and its positive impacts on student engagement, while critically noting that, in the absence of supportive pedagogical practices, such flexibility may devolve into a new form of covert discipline. In the digital era, emerging technologies such as artificial intelligence surveillance have given rise to a "digital panopticon", which presents novel challenges to student privacy and autonomy. Finally, the study proposes resistance strategies for both educators and students and delineates the design principles of emancipatory learning spaces, asserting that genuine educational reform requires not merely physical alterations but also a deep and sustained critical reflection on the essence of education, the dynamics of power, and the construction of subjectivity — with the ultimate goal of cultivating students' critical consciousness and autonomy.