This work focuses on the creation of learning spaces to promote inclusion in higher technical schools. Using three classes from HTL Donaustadt as a case study, the concept of HTL:Impuls (holistic learning with brain, heart, and hands; student-centered diversity of methods and motivating practical relevance based on personality development and social competence) is examined and evaluated for its applicability in migration pedagogy and global learning. Important terminology, methodological approaches (e.g., participatory observation, self-reflection of the researcher), and the scientific framework are explained. Following this, the work focuses on theoretical considerations regarding 'learning spaces' and practical examples within the HTL:Impuls concept (mandatory exercise SOPK, personality development seminars, workshops, projects, student-centered working forms). The different dimensions of the learning space are analyzed. Important for the students are the space and time for reflection, which make a significant contribution to migration pedagogy and global learning in the three examined diversity classes.