This study explores how digitally mediated learning environments designed as representational and liminal spaces (Galamba 2025) can support collaboration, peer learning, and formative assessment in postgraduate teacher education. Building on Lefebvre’s (1991) theory of the social production of space and contemporary work on liminality in higher education, the research investigates the use of visually structured digital boards to represent the learning journey of each session and enable participants to access full session content, interact with them, contribute ideas, responses, and make reflections in a shared environment.

Data were collected through a mixed-methods approach, including a questionnaire and focus groups with trainee teachers. This research data analysis is being finalised. Preliminary findings from the questionnaire suggest that the use of representational digital boards supported both engagement and peer learning. A majority of participants reported that the boards helped them understand the structure of the sessions (54% helpful or very helpful) and made the learning experience more engaging and easier to follow (68% slightly engaging or engaging). The collaborative dimension of the environment emerged as a key feature: 76% agreed that the boards helped them learn from their peers, while 70% found peer contributions useful for understanding the content. Seeing peers’ responses appear on the board during sessions was perceived as motivating (63%), and 62% reported that the boards increased interaction with both tutors and peers. In addition, 69% agreed that the platform increased the amount of feedback provided by the tutor during the sessions.

The preliminary findings suggests that representational digital spaces may extend the pedagogical possibilities of teacher education by making learning processes visible and by enabling forms of collaborative participation that are often difficult to achieve in conventional lesson formats.