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Aims: The objectives of the article are three-fold: first, to show that space and time are interrelated when teaching and learning is considered, creating the need to examine space and time in an integrated and inter-dimensional framework; second, to propose an integrated approach to the concept of space-time as a useful teaching and learning issue, allowing us to unmask the true time-space consideration in education; and third, to argue for the relevance of analyzing the concept of space-time (S-T) as a paramount issue in the research on teaching and learning.
Study Design: Due to the ongoing societal and technological changes, the S-T is changing extremely fast and new conceptualizations are required in order to examine how such evolving space-time approaches can operate as a tool for teaching and learning. This paper provides such a conceptualization.
Methodology: This article should be considered as a theoretical contribution to how the existing conceptualization of space-time in education should be redefined to address emerging teaching and learning paradigm shifts, which have an impact on its consideration and use. As a theoretical paper it does not follow the traditional approaches of research papers (i.e., provide: exact methodology, collection of data, analysis and conclusions based on the analysis).
Results: It has been established: first, that in education the spatial domain is not defined by the classroom, while the temporal domain is not defined by the lessons' timing; second, space and time are multi-dimensional, which have an impact on how space-time should be considered; and third, the S-T has evolved from a four-dimension (space: x, y, z; time: t) consideration to a multi-dimensional and later on to an inter-dimensional concept, demanding an integrated approach to teaching and learning.