Classroom lighting has been installed in the same way since the 1960s, in straight lines offluorescent tubes, even if the teaching values have changed remarkably. There is a need for knowledge exchange that bridges lighting design theory and pedagogy and studies on how the current situation impacts education. Furthermore, there are few studies on new ways of illuminating classrooms. This thesis explores two case studies: one standard classroom built in the 1960s and a classroom redesigned in 2020 with adaptable lighting. The two case studies are used to derive a design concept that can be installed in any standard classroom. Moreover, during the autumn and winter in Sweden, electric light is crucial to support circadian rhythms, and there is a need for adaptability and change throughout the day.