This substudy (Part III) is part of a longitudinal project investigating student-centred learning practices in a newly established Innovative Learning Environment (ILE) in Sweden. It is connected to two other abstracts submitted to EARLI 2025, which present different data collections and analyses as part of a mixed methods research approach. This paper focuses on students' perceptions and experiences within the ILE derived from questionnaire data regarding their transition from traditional classrooms to more student-centred learning environments. The study is expected to reveal a meaningful link between students’ perceptions of the ILE and their academic well-being, with anticipated differences across grade levels. The combined results will likely illustrate how teaching practices and student engagement interact to foster student-centred learning in ILEs. This research enhances our understanding of how ILEs can be designed to truly support student-centred learning, with practical implications for creating spaces that encourage active student involvement. Insights from this substudy will be discussed alongside findings from Parts I and II, which examine teachers' practices and perspectives, offering a holistic view of the interactions and dynamics within ILEs.