Low-Cost Spatial Reconfiguration of School Libraries as a Behavioral Nudge to Foster Reading Engagement in Primary Education: A Qualitative Case Study

Abstract

Background: Reading engagement in primary education remains limited in many public schools where libraries are underutilized due to disorganized spatial arrangements and minimal environmental stimulation. In resource-constrained contexts, low-cost environmental interventions represent a promising yet underexplored strategy for strengthening literacy culture.

Aims: This study investigates how low-cost spatial reconfiguration of a primary school library operates as a behavioral nudge to enhance students’ reading engagement.

Methods: A descriptive qualitative case study was conducted in a public primary school using structured non-participant observations over a two-week period. Data focused on changes in students’ visitation patterns, spatial interaction, and reading behaviors before and after shelf reorganization and improved book categorization. Findings were analyzed narratively through a behavioral nudge framework.

Results: Spatial reconfiguration generated visible environmental order and accessibility, followed by increased frequency of library visits, more directed exploration of book collections, and longer on-site reading duration. Students’ engagement shifted from incidental presence to intentional reading behavior.

Conclusion: The findings demonstrate that spatial design can function as a subtle yet powerful pedagogical catalyst. Low-cost reorganization reshaped students’ spontaneous behavioral choices without formal literacy programs or technological investment. This study advances primary education research by positioning learning environments as active behavioral agents and offers a scalable, context-sensitive model for strengthening early reading culture in under-resourced schools.