Joy Eghonghon Akahome
Purpose This study aims to examine how integrated physical and digital learning spaces, such as learning commons and makerspaces, shape students’ information-seeking, sharing, evaluation and collaborative sense-making practices in higher education. Using Tinto’s student integration theory, the study explores how these spaces support both academic and social engagement, particularly within resource-constrained university contexts. Design/methodology/approach A qualitative case study was conducted in two Nigerian universities with established learning commons and makerspaces. Data were collected from 25 students through semi-structured interviews, focus group discussions and non-participant observations. Thematic analysis, supported by theory-informed coding and cross-data comparison, was used to identify patterns across students’ experiences and behaviours. Findings The findings show that when physical design features (e.g. movable tables, writable surfaces, shared screens) interact with digital tools (e.g. collaborative folders, annotation platforms, Wi-Fi access), students move from isolated information searching to collaborative, peer-mediated learning practices. Five themes emerged: collaborative information seeking, peer-to-peer information sharing, sense-making and knowledge co-construction, navigating constraints through inclusive access, and the integration of social and academic engagement. These socio-technical interactions strengthen belonging, engagement and academic persistence. Originality/value The study extends Tinto’s theory by showing that student integration is not only socially mediated but also environment-mediated through the design of physical and digital learning spaces. It contributes to information and learning science by demonstrating that information practices are collaborative and spatial, rather than individual and device-based. The study also provides context-relevant design principles for configuring inclusive learning spaces in low-resource environments.