The policy intent of the New Zealand Ministry of Education to develop innovative learning environments (ILEs) is underpinned by the belief that changing the physical environment will change pedagogy by enabling collaborative teaching and learning (Benade, 2017b). This policy intent is driven by the pressure to prepare students with '21st-century skills' to assist them in navigating an unknown future (Bolstad & Gilbert, 2012). Although the OECD (2013) defined ILE as "an organic, holistic concept that embraces the learning taking place as well as the setting: an eco-system of learning that includes the activity and outcomes of the learning" (p. 22), this review will use the term inclusive of the physical spaces of learning. The review narrative highlights the themes of physical learning environments, future focussed teaching and learning, the student at the centre of learning, and digital technologies.