The underutilization of hallways and demand for flexible learning opportunities call for reassessing the design criteria of in-between spaces in education facilities. Ray Oldenburg’s investigation into environments outside the home and work revealed socially vital places, termed as ‘Third Places,’ that support and rejuvenate communities. This study poses the question: Can there be a paradigm shift in rethinking the hallways as third
places for students? Can these third places promote collaboration and interaction, both formal and informal? What design factors can be utilized within the hallways to foster these opportunities? A formal literature review and investigation of four case studies helped develop a set of design guidelines, used as a design toolkit, to engage students thoughtfully beyond the four walls of a classroom.