Learning spaces play an important role in shaping the experiences and well-being of students within educational environments. Well-being has become an increasingly prominent concern since the COVID-19 pandemic, particularly for students, as there is growing scholarly attention on the influence of the role the built environment plays in aiding well-being. Existing studies on learning environments primarily focus on academic performance, while limited attention is given to the spatial configuration variables affecting well-being in learning spaces. This study aims to identify the spatial configuration variables that influence well-being in learning spaces from existing literature by addressing the following research questions: (1) what spatial configuration variables influencing well-being in learning spaces have been addressed in existing literature? (2) Which variables are most influential? (3) What gaps and future research directions characterise the field? A hybrid literature review combining a scoping review and bibliometric analysis was conducted to identify, map and synthesize relevant literature using Google Scholar as the database. Findings indicate that interconnected spatial dimensions influence well-being, and environmental quality variables emerged as the most influential factors. Key gaps identified include a paucity of longitudinal and multi-variable research, and under representation of tropical learning environments such as Nigeria.