Learning, teaching and learning environments


  • What kinds of teaching, guidance of learning processes and learning environments do result in high quality learning?

In this research domain, learning is examined at the respective levels of individuals, groups and communities and also in terms of their mutual interaction. The focus is on adult learning, on the context of higher education, and on pedagogy that promotes professional competencies. School learning issues are examined through technology-enhanced learning and teachership research in particular.

People are learning, and increasingly so, also in informal settings outside school. This is supported by new technologies available everywhere around us. Along with technology the learning processes are becoming more diverse. Also schools are taking advantage of new learning environments and new technologies. These are also changing the role of the teacher.

Research targets in this field include, for example:

  • interaction between learners and the teacher;
  • teacher’s professional development;
  • collaborative learning and interaction;
  • dialogic learning;
  • integrative pedagogy;
  • conceptions of learning;
  • assessment and development of generic competencies;
  • assessment of collaborative problem solving skills;
  • development of lifelong professional competencies and career planning skills;
  • organization of guidance services.

Research projects are carried out in cooperation with schools and universities, teachers, and international partners. The knowledge yielded by research will benefit learners, teachers, educational developers and other people involved in education.