Research areas and strategy of the Finnish Institute for Educational Research

Research areas of the Finnish Institute for Educational Research

The research area Learning environments and evaluation of learning outcomes examines issues of learning, teaching, learning environments and evaluation of learning outcomes from a multidisciplinary and multi-methods perspective. International comparative studies on the evaluation of learning outcomes and education provide reliable information on how the goals for teaching and education are achieved and how equitable and equal,for example, basic education is. They focus on the outcomes of school systems in different countries, the skills of children, young people and adults, and factors related to teaching, learning, and the home and school environment. They will also provide information on how educational equity is achieved and reliable trend information on developments in skills and the factors that influence outcomes. The research area also looks into the links between learning processes and outcomes, particularly in technology-enhanced and physical learning environments. Learning is examined at the individual, group and community levels and as interactions between them, and the research increases understanding of individual and social variation in learning processes in particular. The research will provide new insights into pedagogically appropriate use of technology in teaching and learning support. Higher education as a pedagogical and social phenomenon focusses broadly on higher education as a social institution and as an entity of organizations and professions.

The area of higher education as a societal phenomenon examines a wide range of national, international and transnational themes in higher education, such as academic careers, the functioning of higher education institutions as organizations, and the impact of policy reforms on higher education. Higher education as a pedagogical phenomenon examines teaching, learning and education in universities and universities of applied sciences. Research focuses on issues such as the work of university teachers, teacher training and curriculum development, and the development of students' agency, wisdom and work-life skills.

Education, working life and lifelong guidance explores the links between education, working life, lifelong learning and lifelong guidance and their relevance for the development of individuals and society. Key areas of research include the competences and skills needs of young people and adults, vocational education and training, cooperation between education and working life, occupational and educational transitions, lifelong guidance, workplace learning, recognition and validation of acquired competences, pedagogical development at the interface between work and education, and social inclusion. The economic and social impact of education and training is also be examined. The aim is to provide knowledge to support flexible reconciliation of education and working life and to help develop guidance services that promote individuals' chances of success in a rapidly changing society and working life.

Education, belonging, and sustainable society explores how societies and communities can be made more equal, equitable and sustainable through education and training. Projects in this area include future education policies, social inclusion, sustainability skills, environmental and nature education and planetary well-being. Sustainability is understood as an ecological, social and economic phenomenon: the ecological crisis occurs in nature, but solving it requires cooperation between people, so it is also a social issue. Solutions must also be economically sustainable and equitable. Education research seeks to find answers to all these dimensions of sustainability.

The strategy of the Finnish Institute for Educational Research 2024-2028