Learning environments today are expected to host multiple technologies efficiently, to adapt to the fact that such technologies are more demanding spatially, financially and transforming educational facilities into energy-consumers. Solutions to this problem can be compensated by space design and systems' integration, which address embedded energy loads in facility design and operation. This study addresses the role that the integrated design of learning environments plays in reducing energy consumption within the facility. The study is qualitative in nature, and based on data gathered from a sample of teachers at the Governor's science and technology schools in the state of Virginia, U.S.A. The data sets capture problems and challenges related to occupants' performance within the classroom when learning technologies are in use. Two sets of design strategies are identified on two levels; the facility planning and the operational levels. Both sets are communicated in the form of design patterns. If implemented during the decision making phase, these patterns potentially reduce embedded energy in the design, construction and operation processes of contemporary technology-rich educational facilities.
