Regulations and Principles

The learner is at the centre of our pedagogical actions, guided toward and supported in active and self-directed agency. We plan and implement pedagogy that promotes study ability, utilising movement and physical activity in learning. We build flexible learning paths that support continuous learning by identifying the learner’s previous competence and experiences. We select pedagogical solutions that support learning, interaction and building a sense of community. We plan and support learners’ learning processes, investing in instructional feedback and continuous evaluation.  

Respectful encounters and caring collaboration are at the heart of our pedagogical approach. We create structures that support participation and wellbeing, which take diversity into account and enable equality and accessibility. We enable smooth learning in diverse environments, using digital solutions. Our pedagogical approach takes into account building a sustainable future. 

As a university of applied sciences, we focus on the development of skilled labour and regional working life. Our pedagogy is based on research information, anticipates future competence needs and emphasises a strong work orientation. We engage in active interaction with working life partners and make use of our various national and international networks. 

Jamk’s principles for a safer space have a goal to make it possible for the members of the community to participate and work together regardless of one’s background in all Jamk’s actions. In a safer space you are not judged, and everyone gets respect and support as they are including diversity. For example, in teaching and guiding situations you can sometimes be out of your comfort zone which might evoke uncomfortable feelings. However, you should remember that you can’t always avoid uncomfortable feelings because they are a natural part of the learning process. A respectful and appreciative atmosphere makes it possible to face difficult emotions and to talk about them if necessary. Principles for a safer space are made to give tools for individuals to intervene with situations and discuss issues together.

Principles for a safer space are learned together so making mistakes and learning about them is possible. Principles presented here are not flawless, but they are meant to be adapted in different situations. To make a safer space possible, their meaning needs to be worded in a way that is suitable for practice. A teacher can for example go through the principles in the first course meeting, so everyone knows what kind of rules apply in actions together. It would be important to present Jamk’s principles for a safer space also for example in staff trainings and other Jamk’s events.

Jamk’s principles for a safer space are one of the actions in Jamk’s equality plan. In addition to Jamk’s equality and accessibility plans these principles are also affected by Finnish constitutional and equality laws.

• Don’t bully, discriminate, act disruptively or treat others with disrespect. Pay attention also to unintended situations where you might have acted wrong without your knowledge. Be open to the feedback you receive and if necessary be ready to act differently in the future. Treat others equally regardless of their:
  • age, origin, nationality, language, religion, belief, opinion, political or trade union activity,
    family affairs, health condition, disability, sexual orientation, or any other reason related
    to a person.
• Intervene and speak up. Creating a safer space is everyone’s responsibility. If you see or experience a space unsafe, talk about it with the party concerned. It is important to bring up your own point of view constructively without insulting or blaming others.
• Respect others’ right to personal space, self-determination, and bodily integrity. Everyone has their own personal boundaries that need to be respected. You need to identify your boundaries yourself first and say them out loud so you can tell others about them.
  • In an online learning environment, you need to show up with your own name and picture and make sure that outsiders aren’t present and/or within hearing distance.
• Acknowledge your own presumptions. Everyone makes assumptions but actions based on them can be harmful. With your own actions you can build a safer learning environment where everyone can be themselves while respecting others.
• Use understandable language. Understandable language means for example explaining hard terms and using English instead of Finnish when there are others than Finnish-speaking people present. Understandability also means that communication is clear and appropriate.
• Listen and be heard. In addition to listening, it is important to aim to understand others. Understanding others is a part of interaction and dialogue skills. In communication and discussions with others you need to act with respect and appreciate different points of view. Remember that communication also includes non-verbal communication: body positions, facial expressions, and gestures. You can always ask if you have understood the thing correctly and ask more about others’ way of thinking.

• Students are given the opportunity to engage in activities that include physical activity during learning and to take breaks. An effort is made to avoid staying sedentary for long periods of time at all stages of the learning process and in different learning environments.
• Physically active learning methods are included in both contact and distance learning, students are encouraged regularly change their working positions and to actively take breaks to reduce being passive and sedentary.

• In independent studies, students are guided to take breaks from working, maintain alertness and recover.
• During the practical training periods included in the studies, students are encouraged to take breaks in their work, move around and change their working postures, taking the possibilities and conditions of the practical training environment into account.