Session 3 abstracts - NordYrk 2026

Note also: The book of abstracts (pdf) will be made available at a later date and will also be published on the NordYrk website after the conference. 

Author(s): May Helen Uppstad Austad, Monika Øgård, Mathilde Dahlen Svendsen & Sunniva Myhre, Universitetet i Agder
Category / based on: Research
Presentation format: Paper presentation (3A, in Norwegian) 

Framing 

Yrkesfaglig opplæring skjer i både skole og arbeidsliv, arenaer med ulike kunnskapspraksiser som kan gi fragmenterte læringsløp. Studien undersøker hvordan et strukturert nøkkelkompetanseskjema kan fungere som et felles rammeverk som knytter arenaene tettere sammen og styrker arbeidslivsrelevansen i opplæringen. I et sosiokulturelt perspektiv forstås sammenheng som forhandling og perspektivtaking (Akkerman & Bakker, 2012; Wenger, 1998). Skjemaet konkretiserer kompetansemål, fremmer nøkkelkompetanser og støtter et felles språk for å kartlegge og gjenkjenne elevers progresjon. 

Methodology 

Studien undersøker yrkesfaglæreres erfaringer med bruk av nøkkelkompetanseskjemaet i egen praksis, som del av videreutdanningen for lærere i yrkesfaglig fordypning ved Universitetet i Agder (2024–2025). Erfaringene er innhentet gjennom fokusgrupper, intervjuer og 24 studentrapporter. Materialet er analysert gjennom en trinnvis tematisk prosess med åpen koding og fortolkende drøftinger for å identifisere mønstre i hvordan lærerne beskriver arbeidet med skjemaet i møte med elever og arbeidsliv. 

Results or expected outcomes 

Analysen viser at tre forhold styrker sammenheng i praksisopplæringen: (1) trepartssamarbeid som øker relevans og kvalitet i veiledning, (2) tydeliggjøring av forventninger som gjør læringsmål og kriterier mer transparente for elever og veiledere, og (3) samarbeid om vurdering som fremmer eierskap, refleksjon og selvstendig læring. Nøkkelkompetanseskjemaet fungerer som et strukturert redskap som støtter dialog og felles ansvar mellom elev, skole og arbeidsliv.

References 

Akkerman, S., & Bakker, A. (2012). Crossing boundaries between school and work during ap-prenticeships. Vocations and Learning, 5, 153–173. https://doi.org/10.1007/s12186-011-9073-6
Hiim, H. (2020). The quality and standing of school-based Norwegian VET. Journal of Vocation-al Education & Training, 72(2), 228–249. https://doi.org/10.1080/13636820.2020.1734062
Köpsén, S., & Andersson, P. (2018). Boundary processes in students’ workplace learning. Nor-dic Journal of Vocational Education and Training, 8(1), 58. https://doi.org/10.3384/njvet.2242-458X.188158
Wenger, E. (1998). Communities of practice: Learning, meaning, and identity. Cambridge Uni-versity Press. 

Author(s): Christine Jørgensen, Monika Øgård, Norunn Eftestøl Grødeland & Sunniva MyhreUniversitetet i Agder, Institutt for pedagogikk 
Category / based on: Development project 
Presentation format: Paper presentation (3A, in Norwegian) 

Framing 

Prosjektet er del av utviklingen av fire nye emner i praktisk‑pedagogiske utdanning for yrkesfaglærere ved UiA. Målet er å utvikle et studietilbud som speiler kompleksiteten i yrkesfaglæreres profesjonsoppgaver, og som samtidig møter kravene som samfunnsmessige omstillinger stiller til fremtidens yrkesfaglige utdanning. Utviklingsarbeidet skal styrke koherens i studieløpet, bidra til helhetlig læringsdesign som kombinerer forskningsbasert kunnskap med autentiske, arbeidslivsnære lærings- og vurderingssituasjoner. Sentralt står introduksjonen av studentaktive og KI-integrerte undervisnings- og vurderingsformer, inkludert utvikling av en egen KI-agent og fysiske læringsressurser. 

Methodology 

Studien er et treårig aksjonsforskningsprosjekt der nye KI‑integrerte læringsdesign utvikles og undersøkes i samarbeid med studenter på PPU‑Y(totalt 80 over 2 år), UiA PULS og Medietjenester. Tilnærmingen bygger på syklisk pedagogisk aksjonsforskning (Elliott, 1991) og praksisbasert utvikling (Kemmis, 2009), profesjonsrettet samarbeid (Hiim & Sylte, 2025) og kvalitativ datainnsamling (Brinkmann & Tanggard, 2020).

Results or expected outcomes

Vi forventer økt koherens i PPU‑Y, tydeligere læringsdesign og et mer brukervennlig studieløp. Prosjektet vil gi nye erfaringer med KI‑støttet undervisning og vurdering, og utvikle modeller og ressurser for studentaktiv og praksisnær læring. Arbeidet gir også innsikt i hvordan digitale verktøy kan styrke profesjonsutøveres refleksjon og mestring. I tillegg vil studentene få økt trygghet i bruk av digitale og KI-integrerte verktøy, i tråd med utviklingen i arbeidsliv og klasserom.

References

Brinkmann, S., & Tanggard, L. (2020). Kvalitative metoder: en grundbog (3. utg.). Hans Reitzels Forlag. 

Elliott, J. (1991). Action Research for Educational Change. Open University Press.

Hiim, H., & Sylte, A. L. (2025). Aksjonsforskning som metodologisk tilnærming… Cappelen Damm Akademisk. 

Kemmis, S. (2009). Action research as a practicebased practice. Educational Action Research, 17(3), 463–474.

Author(s): Matthew Simoneau, University of Wisconsin-Stout; Eli Smeplass, Norwegian University of Science and Technology; Lene Hylander, Norwegian University of Science and Technology 
Category / based on: Research
Presentation format: Paper presentation (3B, in English) 

Framing 

Vocational education is often framed as a risky or second-best choice, associated with limited mobility and uncertain futures. This paper challenges such problem-oriented perspectives by examining how young people in vocational education imagine their futures. Drawing on a comparative study of VET in Norway and  CTE in Wisconsin, the paper explores how young people motivate their educational choices, how they relate to work and learning, and how they perceive risk and opportunity. Across both contexts, young people express a strong future optimism and low perceived risk, emphasizing interest, practical learning, and meaningful work rather than fear of failure or exclusion. 

Methodology 

The study is based on qualitative interviews with 25 young people enrolled in vocational education, including students from a broad range of vocational fields in Norway and Wisconsin. All participants are in upper secondary vocational programs. The interviews focus on educational choices, learning experiences, motivations, future plans, and understandings of work and a good life. The data are analyzed thematically, with attention to similarities and differences across contexts. 

Results or expected outcomes

The findings show that young people in both contexts experience vocational education as a positive and future-oriented choice. Rather than framing their choices as risky, participants emphasize enjoyment of practical learning, early contact with working life, and opportunities to build transferable skills. Many describe vocational education as an alternative to theoretical schooling and as a pathway to independence, competence, and belonging. 

References

Jacob, Brian A. and Ricks, Michael, (2023) Why Choose Career Technical Education? Disentangling Student Preferences from Program Availability . NBER Working Paper No. w31756,  https://ssrn.com/abstract=4596056 
Ljunggren, J., & Orupabo, J. (2020). Moving beyond: narratives of higher educational aspirations among descendants of immigrants in vocational training. British Journal of Sociology of Education, 41(5), 701–716. https://doi.org/10.1080/01425692.2020.1776593 
Reegård, K. (2019). Educational time-out between a rock and a hard place: Vocational students in search of coherent life narratives. Nordic Journal of Vocational Education and Training, 9(1), 129–143. https://doi.org/10.3384/njvet.2242-458X.1991129 

Author(s): Mathias Gulmann, University College Copenhagen; Vibe Aarkrog, Aarhus University; Luna Christine Christensen, University College Copenhagen 
Category / based on: Research
Presentation format: Paper presentation (3B, in English) 

Framing 

Danish compulsory education has increasingly emphasized the integration of practice-oriented teaching approaches, commonly referred to as "praksisfaglighed". The intention is to develop a more varied and application oriented pedagogical practice. This paper examines how pupils perceive vocationally oriented teaching that introduces vocations within the school context or through collaborations with external workplaces. The aim is to develop a deeper understanding of how incorporating vocational oriented teaching influences pupils’ engage-ment and learning outcomes, as well as how such experiences shape their reflections on edu-cational choices and their perceptions of future working life. 

Methodology 

This paper is based on an exploratory case study of vocational oriented teaching in 7 different lower secondary schools (7th-8th grade). Each case consists of participant observations of lessons containing vocational elements, as well as semi-structured interviews with the partic-ipating teachers and pupils. The findings from the qualitative case study are supplemented by findings from the subsequent quantitative survey of pupils' experiences and perceptions of vocational educational practices.

Results or expected outcomes

Our findings highlight three key points:
1) Vocationally oriented teaching increases pupils’ engagement, as they perceive it as varied, and characterized by a high degree of authenticity. 
2) It can expand some pupils’ opportunities for participation by offering alternative approaches to learning.
3) It can enhance pupils’ reflections on their future working lives, but it does not necessarily lead to increased interest in pursuing education within the specific vocational field. 

References

Jensen, J. B. (red.) (2022): Perspektiver på praksisfaglighed - Skoleudvikling og forandring på tværs, Aalborg Universitetsforlag
Roach, K., Tilley ,Emanuela, & and Mitchell, J. (2018). How authentic does authentic learning have to be? Higher Education Pedagogies, 3(1), 495–509.
Thomsen, A. V. (2016). Eksterne partnere i naturfagsundervisningen: Skole-virksomhedssamarbejde (Ph.d. afhandling) DPU, Aarhus Universitet. 
Thorborg, M. M. R., Wistoft, K., Andersen, L. M. F., & Thrane, L. W. (2025). Praksisfaglighed og praksisfagdidaktik: en litteraturoversigt. Københavns Professionshøjskole.

Author(s): Per Andersson, Linköping University, Department of Behavioural Sciences and Learning & Markus Maurer, Zurich University of Teacher Education, Department of Upper Secondary and Vocational Education 
Category / based on: Research 
Presentation format: Paper presentation (3B, in English) 

Framing 

Current comparative research points to a long-term academic drift across many education systems. While visible in rising higher-education participation and in vocational programmes increasingly oriented towards academic progression, this drift has also generated tensions (Gonon et al., xxxx). As a result, several countries are now experiencing forms of re-vocationalisation at upper-secondary level. This paper examines this phenomenon through a comparative case study of Sweden and Switzerland—two markedly different skill-formation systems with different trends concerning academisation/vocationalisation (Gonon & Bonoli, 2025; Kaiser, 2025; Neumann et al., 2025).

Methodology 

This paper is drawing on historical institutionalism and Archer’s theory of the structural elaboration of educational systems. The comparative analysis relies on policy documents, legal frameworks, curricula, and consultation reports representing the development of vocational education and training (VET) in Sweden and Switzerland during the past two decades. 

Results or expected outcomes

Findings show that re-vocationalisation takes distinct forms and stems from different drivers. In Sweden, the strong integration of VET into an academically oriented gymnasium has been followed by a return to a stronger vocational focus in VET programmes as well as the creation of vocational packages in adult education to secure labour-market access. In Switzerland, VET’s intensified labour-market orientation risks undermining broader preparation for lifelong learning. 

References

Gonon, P., & Bonoli, L. (2025). Two waves of academisation of VET in Switzerland: Threat or way forward? Nordic Journal of Vocational Education and Training, 15(1), 100–120. https://doi.org/10.3384/njvet.2242-458X.25151100

Gonon, P., Heikkinen, A., & Kaiser, F. (2025). Editorial: Academisation and academic drift of vocational education and training. Nordic Journal of Vocational Education and Training, 15(1), iii–vi.

Kaiser, F. (2025). Academic drift of technical VET teacher education in Germany, Sweden, and other Nordic countries. Nordic Journal of Vocational Education and Training, 15(1), 148–179. https://doi.org/10.3384/njvet.2242-458X.25151148

Neumann, J., Ruoss, T., & Weil, M. (2025). Academic drifts in vocational, professional, and continuing education: A multi-perspective approach for the case of Switzerland. Nordic Journal of Vocational Education and Training, 15(1), 121–147. https://doi.org/10.3384/njvet.2242-458X.25151121

Author(s): Sanni Suominen, Riveria / University of Eastern Finland 
Category / based on: Research
Presentation format: Paper presentation (3C, in English) 

Framing 

Finland’s vocational education emphasises individual study paths and work based learning (The Act on Vocational Education and Training, 531/2017). Our study is grounded in the aim of supporting these goals with digital solutions, such as online courses, which facilitate learning alongside work tasks and provide flexible opportunities for competence development.

As well designed voluntary online activities may enhance self regulation and engagement (e.g., Ruipérez Valiente et al., 2016), we examined how such voluntary solutions - a repetition opportunity, an educational video, and additional practice - are used and perceived in a mathematics online course across different vocational fields. 

Methodology 

A quantitative study was conducted with 313 vocational students completing asynchronous online course in compulsory mathematics. Data were collected through questionnaires and analysed using statistical methods to examine usage patterns, students’ perceptions of the optional support solutions offered, and differences between vocational fields. 

Results or expected outcomes 

Nearly 90% of students used the repetition opportunity and found it useful. About 60% watched the educational video, and half used the additional exercises. There were no significant differences between vocational fields in the use or perceived usefulness of voluntary opportunities. 
A key outcome of the research project is the online course itself, which adapts to students’ individual needs and can, at least partially, be completed alongside learning in the workplace. 

References 

Act on Vocational Education and Training. (2017). The act on vocational education and train-ing: Finlex 531/2017. https://www.finlex.fi/en/laki/kaannokset/2017/en20170531.pdf 
Ruipérez-Valiente, J. A., Muñoz-Merino, P. J., Kloos, C. D., Niemann, K., Scheffel, M., & Wolpers, M. (2016). Analyzing the impact of using optional activities in self-regulated learning. IEEE Transactions on Learning Technologies, 9(3), 231-243. https://doi.org/10.1109/tlt.2016.2518172 
Suominen, S., Ikonen, K., Leinonen, R., Viholainen, A., & Asikainen, M. A. (2024). Vocational school students’ use and opinions of voluntary-based online learning solutions presented in a mathematics course. European Journal of Science and Mathematics Education, 12(3), 394-410. https://doi.org/10.30935/scimath/14751

Author(s): Karolina Muhrman & Peter Frejd, Linköping University 
Category / based on: Research 
Presentation format: Paper presentation (3C, in English) 

Framing 

As part of a larger study of vocational integrated mathematics teaching, we investigated how team-teaching could integrate mathematics and vocational subjects in an authentic voca-tional environment within upper secondary vocational programmes. Many vocational students perceive mathematics as irrelevant and abstract, even though it is central to most profes-sions. Previous research shows that context, authenticity and collaboration between teachers are crucial for creating meaningful vocational mathematics. This study therefore examines how schools organise and implement subject-integrated team teaching, the didactic benefits teachers perceive, and the students experience. 

Methodology 

The study is based on interviews with 29 students, four mathematics teachers, and eight vocational teachers in five vocational programs. The data collection also includes observations of subject-integrated lessons as well as surveys and tests. The focus is primarily on the interviews in this sub-study.  The teachers and students were interviewed two times, at the start of the course and after completing the math course. The analysis followed Braun and Clarke's (2006) model for thematic analys. 

Results or expected outcomes 

Team-teaching involves mathematics and vocational teachers working together in vocational classrooms, with tasks linked to ongoing vocational elements. Both teachers and students report increased motivation with the students describing the teaching as meaningful and relevant to their future careers. Many students want more vocational mathematics and have become more interested in mathematics. This model strengthens both mathematical and vocational skills, preparing students well for working life. 

References

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology 3(2), 77-101. http://dx.doi.org/10.1191/1478088706qp063oa 
Frejd, P., & Muhrman, K. (2020). Is the mathematics classroom a suitable learning space for making workplace mathematics visible? – An analysis of a subject integrated team-teaching approach applied in different learning spaces. Journal of Vocational Education & Training. 
Frejd, P,.& Muhrman, K. (2025) Ämnesintegrering i yrkesautentisk miljö med team-undervisning som didaktisk metod. Skandinavisk tidsskrift for yrker og profesjoner i utvikling SJVD. 
Muhrman, K. (2022). How can students in vocational education be motivated to learn mathe-matics? Nordic Journal of Vocations education and training 12(3), p 47-70. https://njvet.ep.liu.se/article/view/4195

Author(s): Tiina Parviainen, Jamk University of Applied Sciences; Kaisa Räty, Jamk University of Applied Sciences & Markku Jahnukainen, University of Helsinki
Category / based on: Research 
Presentation format: Paper presentation (3D, in English) 

Framing 

The rapidly changing nature of working life demands continuous learning, and vocational education plays a key role in enabling adults to develop their competences. In vocational education, insufficient basic skills may hinder the completion of a qualification. However, studies supporting learning skills (OPVA) can strengthen basic and language skills and thereby reduce the risk of dropping out. According to a new legislative proposal in Finland (1078/2024), the provision of support will be redefined. Our aim was to examine how the significance of OPVA studies is perceived and how these studies contribute to supporting students’ basic skills. 

Methodology 

We interviewed professionals involved in studies supporting learning skills (OPVA) and examined their perspectives on the significance of OPVA studies in promoting and strengthening students’ basic skills. The interview data were analysed using a data driven approach informed by grounded theory methodology. The aim of the method was inductive theory building, in which new data were collected on the basis of emerging hypotheses (Luomanen, 2019; Corbin & Strauss, 1990). 

Results or expected outcomes 

Supporting the development of basic skills equips adults to participate in education and, at the same time, strengthens their integration into society through the enhancement of work related competences (Mannonen et al., 2024; Räty, 2016; Lemmetty & Collin, 2020).The studies supporting learning skillsin this study were examined at three levels: the societal level, the institutional level, and the level of support received by the student. 

References 

Corbin, J., & Strauss, A. (2008). Basics of qualitative research (3rd ed.): Techniques and procedures for developing grounded theory. SAGE Publications, Inc. 
Laki ammatillisesta koulutuksesta annetun lain muuttamisesta 31.12.2024/1078. https://www.fin-lex.fi/fi/lainsaadanto/saadoskokoelma/2024/1078
Lemmetty, S., & Collin, K. (2022). Jatkuva oppiminen ja työelämä (aikuis)kasvatustieteellisessä viitekehyksessä. Teoksessa S. Lemmetty, & K. Col-lin (toim.), Jat-kuva oppiminen ja aikuispedagogiikka työssä (ss. 7–20). Jyväskylän yliopisto. Sophi, 150. http://urn.fi/URN:ISBN:978-951-39-9443-3
Luomanen, J. (2019). Straussilainen grounded theory -menetelmä. Teoksessa J. Ruusuvuori, P. Ni-kander, & M. Hyvärinen (toim.), Haastattelun analyysi (ss. 351–371). Vastapaino
Mannonen, J., Nissinen, K., Virolainen, M., & Rautopuro, J. (2024). PIAAC ll. Toisen kansainvälisen taitotutkimuksen ensituloksia. Valtioneuvoston julkaisuja 2024:61. http://urn.fi/URN:IS-BN:978-952-383-675-4
Räty, K. (2016). Erityinen tuki elinikäisen oppimisen mahdollistajana ammatillisessa aikuiskoulutuksessa [Väitöskirja, Helsingin yliopisto]. Helda. http://hdl.handle.net/10138/160325

Author(s): Niklas Rosenblad, University of Helsinki; Leesa Wheelahan, University of Oxford 
Category / based on: Research
Presentation format: Paper presentation (3D, in English)

Framing 

This conceptual paper proposes a rethinking of the purpose of vocational education beyond its current one, grounded in the political economy of ‘skills’ as ultimate learning outcome and educational goal. The presentation will develop the argument that vocational education should be seen not only as skills asquistion but also as a form of moral orientation toward flourishing, including the development of unique, embodied practical and personal powers. This broadens fundamental freedoms for real people by emphasising the practical reasons people find for what they do, the capabilities to recognise what they could do, and how they make choices about their lives (Nussbaum, 2011; Sen, 2002). 

Methodology 

The contemporary debate about vocational education should reflect people as sentient beings living in the real world, rather than merely ‘economic actors’ with more or less valuable skills. Human flourishing is not a tangible position or a rational choice; it is a moral stance, intertwined with and oriented away from a contrasting portrayal of suffering. The role of education is then to foster reflexive capabilities and social imagination for opportunities towards flourishing (Sayer, 2011). 

Results or expected outcomes 

Skills-based approaches treat skills as ends, thereby reducing people to means and education to the production of end-rationalised characteristics. In contrast, the capabilities approach views humans as ends in themselves. The realist complement to this can foster depth-reflexivity about new ways of thinking about reasons for education and work. A depth understanding of what this entail include the interrelations we have with others and the natural and practical world(s).

References 

Nussbaum, M. (2011). Creating capabilities : the human development approach. Belknap Press of Harvard University Press. 
Rosenblad, N., & Wheelahan, L. (2025). The ontology of personhood and a realist critique of the policy discourse based on skills. British Journal of Sociology of Education. https://doi.org/10.1080/01425692.2025.2464145 
Sayer, A. (2011). Why things matter to people: Social science, values and ethical life. Cambridge University Press. 
Sen, A. (2002). Rationality and freedom. Belknap Press.

Author(s): Penni Pietilä, University of Eastern Finland (EN)
Category / based on: Research.
Presentation format: Paper presentation (3D, in English)

Framing 

The presentation draws on my ethnographic PhD study (Pietilä 2025), which focused on the core subject of literacy in the context of technical field VET. In this presentation, I discuss how social class and gender intertwine in the rationale of competency‑based VET literacy. The study is multidisciplinary and draws on the sociology of education (in relation to competency‑based training) and gender studies (regarding social dimensions of difference) (e.g. Whee-lahan 2007; Skeggs 2004).

Methodology 

TThe PhD research is a multi-sited feminist ethnography, contextualised within educational policy (e.g. Marcus 1995). The data consists of ethnographic material produced in eight VET schools during 2017–2020, complemented by policy documents. The presentation combines ethnographic, discourse and language use analysis to ‘competency’, gender, and social class. 

Results or expected outcomes 

The findings reinforce earlier research on stereotypical notions - the old stereotype of the anti‑school ‘VET boy’ remains strong. However, within competency‑based training, the ‘VET boy’ emerges longing for labour and detesting literacy even more strongly, shaped by the instrumentalisation and vocationalisation of VET. Through gendered and classed interpretations of VET students, ‘competency’ appears to naturalise labour and exclude literacy from the horizons of technical field VET students. 

References

Marcus, G. E. (1995). Ethnography in/of the world system: The emergence of multi-sited eth-nography. Annual review of anthropology, 24(1), 95-117.  
Pietilä, P. (2025). Äidinkielen luokka ja sukupuoli: etnografinen tutkimus äidinkielen/suomen opinnoista osaamisperusteisessa tekniikan alan ammatillisessa perustutkintokoulutuksessa. Helsingin yliopisto.
Skeggs, B. (2004a). Class, self, culture. Routledge.
Wheelahan, L. (2007). How competency-based training locks the working class out of powerful knowledge: A modified Bernsteinian analysis. British Journal of Sociology of Education, 28(5), 637–651. 

Author(s): Päivi Kauppila, Jamk University of Applied Sciences & Jaana Kettunen, University of Jyväskylä, Finnish Institute for Educational Research
Category / based on: Research 
Presentation format: Paper presentation (3E, in English)

Framing 

The role of career guidance has evolved alongside the changing world of work, increasing the emphasis on adaptability and managing change. Career management skills (CMS) refer to a learning process that equips individuals with the competencies needed to navigate learning and work across the lifespan. Although CMS acquisition shows positive educational out-comes, including improved completion rates, its full potential remains unrealized. Guidance services often prioritize current choices over CMS development. Limited knowledge exists on how 
practitioners in Finnish higher education understand their role in supporting CMS acquisition, and how these understandings shape guidance practices. 

Methodology 

This study employed a phenomenographic approach to explore career practitioners’ conceptions of developing CMS at Finnish universities of applied sciences (UAS). Seventeen practitioners from six UAS were interviewed. The analysis resulted in a structured set of categories describing practitioners’ varying conceptions of developing CMS. These categories are nested in hierarchies, with higher levels representing increasing complexity and sophistication.  

Results or expected outcomes 

The study revealed four qualitatively distinct categories concerning practitioners’ conceptions of developing CMS at Finnish UAS, ranging from unplanned responses to comprehensive practice. The findings offer new insights into how CMS development is understood and enacted in the higher education context. The study introduces a matrix that serves as a basis for discussion and as a practical tool for enhancing higher education career practitioners’ understanding of the process of developing CMS. 

References 

Åkerlind, G. S. (2025). Phenomenography in the 21st century. A methodology for investigating human experience of the world. Open Book Publishers. https://doi. org/10.11647/OBP.0431 
Bridgstock, R., Grant-Imaru, M., & McAlpine, A. (2019). Integrating career development learn-ing into the curriculum: Collaboration with the careers service for employability. 
Journal of Teaching and Learning for Graduate Employability, 10(1), 56–72. https://doi.org/10.21153/jtlge2019vol10no1art785 
Guichard, J. (2022). How to support the design of active lives that meet the challenges of the twenty-first century (economy, ecology and politics)? Australian Journal of Career Development, 31(1), 5–13. https://doi.org/10.1177/10384162221090815  
Kauppila, P., & Kettunen, J. (2025). Career practitioners’ conceptions of career management skills at Finnish universities of applied sciences. International Journal for Educational and Vocational Guidance. https://doi.org/10.1007/s10775-025-09727-5

Author(s): Monika Øgård, University of Agder; Riikka Suhonen, University of Helsinki; Marianne Teräs, Stockholm University; Stefanie A. Hillen, University of Agder & Maarit Virolainen, University of Jyväskylä, Finnish Institute for Educational Research 
Category / based on: Work in progress 
Presentation format: Paper presentation (3E, in English)

Framing 

Research into doctoral students’ well-being and supervision has grown. However, studies on doctoral and early career researchers in VET remain limited, even though VET development relies on high-quality research and education. Supervision and mentoring are key to doctoral success, involving timely feedback, emotional support, regular meetings, and integration into academic life (Anttila et al., 2024; Lee, 2008). This study examines how supervision has supported collaborative learning among doctoral researchers interested in VET in the Nordic countries. 

Methodology 

The study is based on a survey and interviews conducted with Nordic doctoral and early career researchers. The survey data (N = 33) collected in the first phase provided descriptive information, and the answers to the open questions supported the specification of themes for the interviews. The second phase of data collection consisted of semi-structured interviews with volunteers from the first phase and others found using the snowball method (N=10). Findings from both data are presented. 

Results or expected outcomes 

The findings highlight the marginalised position of VET in academia and its impact on access to supervision and academic networks. They highlight the need to develop VET-specific support and pay attention to institutional supervision practice development.  Furthermore, the findings demonstrate the importance of peer networks as support structures, showing how informal and formal networks have been crucial for the well-being of early-career researchers. 

References 

Anttila, H., Pyhältö, K., & Tikkanen, L. (2024). Doctoral supervisors’ and supervisees’ percep-tions on supervisory support and frequency of supervision – Do they match? Innovations in Ed-ucation and Teaching International, 61(2), 288-302. https://doi.org/10.1080/14703297.2023.2238673 
Lee, A. (2008). How are doctoral students supervised? Concepts of doctoral research supervision. Studies in Higher Education, 33(3), 267-281. https://doi.org/10.1080/03075070802049202 

Author(s): Solja Upola, University of Helsinki & Sami Löfgren, Häme University of Applied Sciences
Category / based on: Research
Presentation format: Paper presentation (3E, in English)

Framing 

In this study, we examine VET and the research on VET connected to it as part of the sustainability transition. The study presents Finnish doctoral dissertations completed in the context of VET during the period of the vocational education reform from 2018 to 2025 (N = 26). 

Methodology 

The research method is qualitative thematic content analysis, with the aim of identifying the current state of research activity, as well as stimulating discussion and taking a position on a timely issue: the state of research in VET and its significance for future-oriented knowledge and anticipation. 

Results or expected outcomes 

Themes recognised in the literature review were: 1) development of pedagogical practices; 2) student competence acquisition and personalisation; 3) leadership and supervisory work; and 4) system criticism. Dissertations addressed such topics as competence-based education, student lifelong learning skills, individualised learning in different learning environments, working-life relevance, practitioner roles and organisational-level development. 

References

Schoon, I., & Evans, K. (2023). Learning and life changes: Rethinking the dynamics of inequality and opportunity. In K. Evans, K., W. O. Lee., J. Markowitsch, & M. Zukas (Eds.), Third international handbook of lifelong learning (pp. 329–351). Springer International Handbooks of Education. https://doi.org/10.1007/978-3-031-19592-1_16 
Silvennoinen, M., Alanko-Turunen, M., Vilppola J., & Ruhalahti, S. (2025). Themes and potential gaps in research on vocational education and universities of applied sciences in Finland: A scoping review of studies published in 2020–2022. European Journal of Education Studies, 12(2). https://doi.org/10.46827/ejes.v12i2.5802 
Upola, S., Lang, T., & Alhonkoski, M. (2024). Asiantuntijoiden käsityksiä ammatillisen koulutuksen tutkimuksen nykytilasta Suomessa [Experts’ perspectives on the current state of research in vocational education and training in Finland]. Ammattikasvatuksen aikakauskirja, 26(3), 90–103. https://doi.org/10.54329/akakk.148294  
Upola, S., & Löfgren, S. (2025). Varma menneisyys, epävarma tulevaisuus – Tutkimus osana ammatillisen koulutuksen tulevaisuuden ennakointia ja kehittämistä [Certain past, uncertain future – Research as a part of anticipation and development of the future of vocational education and training]. Ammattikasvatuksen aikakauskirja, 27(3), 4–25. https://journal.fi/akakk/article/view/176388/118722 

Author(s): Hedvig Skonhoft Johannesen, Jorunn Dahlback, Inger Vagle & Nina Aakernes, OsloMet 
Category / based on: Research 
Presentation format: Paper presentation (3F, in Norwegian)

Framing 

Tema er yrkesfaglæreres profesjonsutøvelse og yrkesdidaktiske praksiser i implementering av det nye læreplanverket (curriculum) fagfornyelsen i norsk fag- og yrkesopplæring fra 2020. Vi presenterer her synteser og implikasjoner av hovedfunnene i evalueringsprosjektet publisert i tre tidligere forskningsrapporter nå som prosjektet er avsluttet (Aakernes et al, 2022; Skålholt et al, 2023; Skålholt et al, 2024). Yrkesfag er komplekse, med stor variasjon mellom nye fag og tradisjonsfag. Yrkesfaglærere opplever mange spenninger i sin profesjonsutøvelse og i yrkesdidaktikken. Resultatene i studien viser at yrkesfaglærere erfarer at mye med de nye læreplanene fungerer, men forskjeller mellom fag.

Methodology 

Dataene består av syntese av kvalitative intervjuer med yrkesfaglærere ved tre yrkesfaglige utdanningsprogram i Norge: Bygg- og anleggsteknikk, Informasjonsteknologi og medieproduksjon, Salg, service og reiseliv. Det har blitt gjennomført både fokusgruppeintervjuer og individuelle intervjuer av et utvalg av lærere ved oppstarten av nye læreplaner i fagfornyelsen (LK20) i det første året vg1, i det ettefølgende året vg2, samt opplæringsansvarlige i bedrift i det tredje året av opplæringen, vg3. 

Results or expected outcomes 

Her vil vi fokusere resultater om spenninger mellom kvalitet og inkludering, hvor yrkesfaglærerne må balansere læreplaner med økt grad av kompleksitet og store læringsutbyttebaserte læreplanmål. På den andres siden er det elever med ulike læreforutsetninger. Videre vil kompetansebegrepet i fagfornyelsens læreplaner slik de forstås av yrkesfaglærere i ulike utdanningsprogram og på ulike nivå utlegges og diskuteres.

References

Aakernes, N., Andresen, S., Bergene, A. C., Dahlback, J., Høst, H., Johannesen, H. S., Skålholt, A., Tønder, A. H., & Vagle, I. (2022). Evaluering av fagfornyelsen yrkesfag, delrapport 1: Bakgrunn, prosess og implementering på vg1 (NIFU-rapport;2022:8). https://hdl.handle.net/11250/2990375

Skåholt, A., Aakernes, N., Andresen, S., Aspøy, T. M., Dahlback, J., Høst, H., Johannesen, H. S., Lillebø, O. S., Lyckander, R. H., Lysvik, R. R., Nyen, T., & Vagle, I. (2023). Evaluering av fagfornyelsen yrkesfag, delrapport 2 (NIFU-rapport;2023:12). https://hdl.handle.net/11250/3083924

Skålholt, A., Aakernes, N., Andresen, S., Dahlback, J., Gleditsch, R. N., Johannesen, H. S., Lillebø, O. S., Lyckander, R. H., Lysvik, R. R., Samuelsen, Ø. A., Nyen, T., & Vagle, I. (2024). Overgang til opplæring i bedrift. Tredje delrapport fra evalueringen av fagfornyelsen yrkesfag (NIFU-rapport 13;). f. o. u. N. Nordisk institutt for studier av innovasjon. ISBN: 978-82-327-0662-4

Author(s): Kari-Anne Kverneggen, OsloMet - Storbyuniversitetet
Category / based on: Research
Presentation format: Paper presentation (3F, in Norwegian)

Framing 

Overgangen til læretid er for mange elever forbundet med nye forventninger og deltakelsesformer, noe som kan gjøre overgangen krevende (Nägele & Neuenschwander, 2014). Mye forskning har rettet seg mot elevenes overganger og videre forløp (f.eks. Goastellec & Ruiz, 2015), mens yrkesfaglæreres forberedende arbeid i forkant av læretid er i mindre grad belyst. Studien undersøker hvilke pedagogiske tilnærminger yrkesfaglærere bruker for å forberede elever til læretiden, og hvordan disse tilnærmingene formes av arbeidslivets forventninger, yrkesfagets særpreg og rammene for opplæring i skolen.

Methodology 

Studien bygger på kvalitative data fra ni fokusgruppeintervjuer (n=27 deltakere) og ti individuelle intervjuer. Informantene var yrkesfaglærere ved 15 videregående skoler i to norske fylker, på tvers av tre yrkesfaglige utdanningsprogram (helsefagarbeider, salg og reiseliv, elenergi og ekom). Dataene ble analysert ved hjelp av tematisk analyse (Braun & Clarke, 2006), med koding forankret i lærernes beskrivelser og temaer utviklet gjennom iterativ analyse av datasettet.  

Results or expected outcomes 

Analysen identifiserer fire pedagogiske tilnærminger som yrkesfaglærere bruker for å forberede elever til læretiden: simulering av arbeidslivsnære situasjoner, bruk av fortellinger for å konkretisere forventninger, arbeid med prøveintervjuer og biografisk arbeid, samt tilrettelegging for refleksjon over elevenes erfaringer. Funnene viser hvordan lærere aktivt oversetter arbeidslivets forventninger til pedagogiske praksiser i skolen, formet av yrkesfagets særpreg og ulike skolekontekster. 

References 

Braun, V. and V. Clarke (2006). "Using thematic analysis in psychology." Qualitative Research in Psychology 3: 77-101. 
Goastellec, G. and G. Ruiz (2015). "Finding an apprenticeship: hidden curriculum and social consequences." Frontiers in Psychology 6(1441). 
Nägele, C. and M. P. Neuenschwander (2014). "Adjustment processes and fit perceptions as predictors of organizational commitment and occupational commitment of young workers." Journal of Vocational Behavior 85(3): 385-393.

Author(s): Eila Burns, Heini Ikäheimo, Minna Silvennoinen, Minna Haapakoski ja Katja Kokkinen, Jamk University of Applied Sciences 
Category / based on: . Work in progress
Presentation format: Paper presentation (3G, in English)

Framing 

Finland’s ageing population has intensified labour shortages, increasing the need to strengthen immigrants’ integration into working life. Although higher education institutions have expanded relevant programmes, culturally and linguistically diverse (CALD) students continue to lack essential working‑life skills particularly in communication and cultural expectations. Simulation‑based learning (SBL) offers a pedagogical approach that links theory with authentic practice and supports decision‑making and critical reflection (Lateef, 2010). However, little is known about educators’ readiness to use SBL to foster CALD learners’ working‑life skills. This ongoing study addresses this gap. 

Methodology 

The study employs a mixed‑methods design (Creswell, 2014) to examine educators’ perspectives. Quantitative data were collected through a Webropol survey in January 2026 from participants (n = 30) representing varied educational and professional contexts. The survey assessed familiarity with simulation‑based learning. Qualitative data will be gathered in Spring 2026 through content analysis of participants’ simulation scenario plans to explore how they design SBL activities for CALD learners. 

Results or expected outcomes 

Initial findings suggest participants’ having positive expectations regarding SBL’s potential to enhance CALD learners’ working‑life skills, particularly in communication and collaboration. However, participants report limited experience using simulations with CALD learners, and their capacity to design culturally and linguistically responsive scenarios appears weak. These gaps highlight the need for targeted professional development in inclusive simulation design. 

References

Creswell, J.W. (2014). A Concise Introduction to Mixed Methods Research. SAGE Publications 
Krippendorff, K. (2019). Content Analysis: An Introduction to its methodology. SAGE Publications, Inc. DOI: https://doi.org/10.4135/9781071878781 
Lateef, F. (2010). Simulation-based learning: Just like the real thing. Journal of emergencies, trauma and shock, 3(4), 348-352. https://doi.org/10.4103/0974- 2700.70743
Zhang, L., Patterson, F., Penman, A., & Forbes, R. (2025). Understanding simulation-based learning for health professions students from culturally and linguistically diverse backgrounds: A scoping review. Advances in health sciences education : theory and practice, 30(4), 1353-1375. https://doi.org/10.1007/s10459-024-10384-6

Author(s): Daniela Thomas, (German Institute for Applied Nursing Research); Tobias Tirtey, DIP (German Institute for Applied Nursing Research); Pia Goetze, Kiel University; Lisanna Kaufmann, Kiel University; Tanja Lehnen, Kiel University; Tobias Hölterhof, DIP (German Institute for Applied Nursing Research); Wolfgang von Gahlen-Hoops, Kiel University; Roland Brühe, Catholic University of Applied Sciences (katho) (EN); Frank Arens, Kiel University & Robert Wietzke, Kiel University
Category / based on: Research 
Presentation format: Paper presentation (3G, in English)

Framing 

Nursing education is a multi-site arrangement rooted in work-based learning, aiming to build professional competence through authentic care situations (Bensch, 2020). Nursing educators design and facilitate learning and reflection in didactically reconstructed care situations (Altmeppen, 2019). In Germany, many educators move from nursing practice into education via diverse routes and structures. Thus, they must balance curricular competence requirements, workplace care demands, and the co-design of immersive digital and simulation environments with clinical mentors. This paper examines challenges in shaping sustainable cross-site learning ecosystems. 

Methodology 

A scoping review was conducted to identify and describe challenges nursing teachers face when facilitating reflection on practical learning in didactically reconstructed care situations (Peters et al., 2020). The findings were analysed using a professionalisation lens (Terhart, 2011) and an inductively developed heuristic of challenges. 

Results or expected outcomes 

Literature shows that nursing educators work in a field of contradictions among educational and care grammars, institutional frameworks and learning infrastructures. To foster competencies, these tensions must be negotiated and translated into reflective processes supporting holistic development. Practical wisdom enables productive work with such antinomies, including those emerging from digital formats challenging narrowly functionalist views of competencies and technology. 

References

Altmeppen, S., Bensch, S., Bergjan, M., Bonse-Rohmann, M., Boßle, M., Brinker-Meyendriesch, E., Brühe, R., Darmann-Finck, I., Dieterich, J., Ertl-Schmuck, R., Hänel, J., Kellner, A., Raschper, P., Reiber, K. E., Schwarz-Govaers, R., Seltrecht, A., & Wesselborg, B. (2019). Fachqualifikationsrahmen Pflegedidaktik (A. Walter & N. Dütthorn, Hrsg.). Deutsche Gesellschaft für Pflegewissenschaft e.V.
Bensch, S. (2020). Lehrer- und Anleiterqualifizierung in der Pflege. Herausforderungen und Chancen mit dem Pflegeberufegesetz. Berufsbildung in Wissenschaft und Praxis, 49(2), 17–21.
Peters, M. D. J., Marnie, C., Tricco, A. C., Pollock, D., Munn, Z., Alexander, L., McInerney, P., Godfrey, C. M., & Khalil, H. (2020). Updated methodological guidance for the conduct of scoping reviews. JBI Evidence Synthesis, 18(10), 2119–2126. https://doi.org/10.11124/JBIES-20-00167
Terhart, E. (2011). Lehrerberuf und Professionalität. Gewandeltes Begriffsverständnis—Neue Herausforderungen. Pädagogische Professionalität. Zeitschrift für Pädagogik, Beiheft, 202–224. https://doi.org/10.25656/01:7095

Author(s): Tarja Lang, Häme University of Applied Sciences 
Category / based on: Research 
Presentation format: Paper presentation (3G, in English)

Framing 

The study examines the current status and possibilities for the future co-operation between vocational school and liberal adult education institute. There is an legal oblication in Act for Liberal Adult Education (2009)  to collaborate between formal- and non-formal educational  institutes.The international literature review served as the background for the study and may be interpreted, that  the educational fields of liberal education and vocational education and training are distinguished by the concept of knowledge formation. The study explores how different forms of education can collaborate and what collaboration requires to be successful. 

Methodology 

The data consists of the electronic survey aimed for teachers, study counselors and teaching supervisors (n=72). Interviews for immigrant experts (n=6) supplement the data. The data was analyzed using the content analysis method. 

Results or expected outcomes 

The results of the analysis show that different forms of education can complement each other. Liberal adult education produces educational content in a diverse way, taking into account different forms of knowledge. Co-operation requires strategic decisions and taking account equally both forms of education. Of the individual subject areas, the teaching of different languages and content related to health and well-being emerged. The challenges are rigid administrative structures. 

This webpage was updated on June 30, 2026.