Abstract
This qualitative case study, conducted at a university in Southwest Florida, investigates the transformative role of Informal Learning Environments (ILEs) in enhancing student engagement and motivation. Examining diverse ILEs—including home settings, university spaces beyond classrooms, museums, community centers, malls, and digital platforms—the research highlights how these environments spark curiosity and promote self-directed learning. The study engaged twenty-nine participants, exploring how ILEs foster inquiry, critical thinking, and innovative problem-solving through dynamic, interactive experiences. Grounded in self-directed learning and constructivist theories, the research also examines the integration of Open Educational Resources (OERs) and informal strategies such as Autohistoria Teoría (learning through personal narrative), autodidacticism (self-guided learning), peripatetic learning (movement and dialogue) and several others. Semi-structured interviews captured qualitative insights into participants’ experiences. Findings reveal that ILEs significantly enhances subject-specific knowledge, nurture intrinsic motivation, and supports lifelong learning. By empowering learners to take ownership of their education, ILEs foster deeper engagement and a sustained passion for learning. While the sample size limits generalizability, the study provides actionable recommendations, encouraging educators, policymakers, and institutions to incorporate ILEs into formal education systems. For example, creating interactive, hands-on spaces and involving students in course design can drive engagement and motivation. This study underscores the pivotal role of ILEs in advancing educational innovation, advocating for their integration into traditional educational paradigms to transform how learning is designed and delivered.