Session 6 abstracts - NordYrk 2026

Author(s): Veronika Babyrádová, Masaryk University 

Category / based on: Work in progress 
Presentation format: Paper presentation (6A, in English) 

Framing 

Vocational education at secondary level remains to be an underexplored research area. Hence, this study is focused on the process of professional identity formation among students in apprenticeship programs during their first school year. Professional identity is understood as a selfconcept within a professional context, encompassing norms, values, roles, and sense of belonging (Chien et al., 2022; Fitzgerald, 2020). It develops through students' aqusition of knowledge and skills and through teachers' role in modeling and mediating norms, values, and practices across school-work boundaries (Ahn & Nyström, 2023; Andersson & Köpsén, 2019). 

Methodology 

The study employs a longitudinal qualitative design using semi-structured interviews complemented by observations in vocational training lessons. Both are repeated three times during students' first school year (2025/26) in the study program. The research is conducted at two vocational schools across four study programs. The analysis draws on interviews with voca-tional training teachers (n = 12) and students (n = 48) from the first two waves of data collection, along with the observations.

Results or expected outcomes 

Expectations regarding results are describing students' development in forming professional identity during the first semester, based on analysis of the first two data collection waves. Both students' and vocational education teachers’ perspectives will be reflected, including teachers' perceived role in fostering students' connection to the field and transmitting values. For students, changes in perceived professional norms and evolving relations to knowledge and skills will be outlined.

References 

Andersson, P., & Köpsén, S. (2019). VET teachers between school and working life: boundary processes enabling continuing professional development. Journal of Education and Work, 32(6–7), 537–551. https://doi.org/10.1080/13639080.2019.1673888

Ahn, S., & Nyström, S. (2023). The professional bodies of VET teachers in the context of simula-tion-based training for vocational learning. Vocations and Learning, 16, 141-156. https://doi.org/10.1007/s12186-023-09312-3 

Chien, J., Axon, D. R., & Cooley, J. (2022). Student pharmacists’ perceptions of their professional identity. Currents in Pharmacy Teaching and Learning, 14(6), 712–719. https://doi.org/10.1016/j.cptl.2022.06.001 

Fitzgerald, A. (2020). Professional identity: A concept analysis. Nursing Forum, 55(3), 447–472. https://doi.org/10.1111/nuf.12450

Author(s): Anatoly Lvov, Humak University of Applied Sciences 

Category / based on: Work in progress 
Presentation format: Paper presentation (6A, in English)

Framing 

In today's world, change has become part of the daily development process, requiring consistency (Galli, 2018). For educational organisations, this means coherence: each stage should build on the previous one and support the next. Without this, educational development becomes fragmented and does not support lifelong personal and professional growth. Educational organisations can therefore be viewed as learning and development communities (Lindblom-Ylänne & Nevgi, 2011). Strengthening organisational readiness for change is particularly relevant in vocational education, where work-based learning must adapt to societal, digital, and sustainability-related transformations. 

Methodology 

The study employs a mixed-methods approach to assess organizational readiness for change. Network research methods (Antikainen et al., 2019) examine interactions and knowledge flows, while an experimental culture framework (Salminen, 2012) is used to assess organizational readiness for change. Assessment tools measure how well educational organizations respond to internal and external changes (Nieminen et al., 2017; Lindblom-Ylänne & Nevgi, 2011). 

Results or expected outcomes 

In order to ensure that organisational changes are managed rather than random, appropriate evaluation tools are needed. This study examines how organisational readiness for change is understood in practice and explores methods for measuring it. The expected outcomes include the identification of key indicators of change readiness and the development of practical assessment tools for evaluating organisational readiness.  

References 

Antikainen, R., Kangas, H.-L., Alhola, K., Stenvall, J., Leponiemi, U., Pekkola, E., Rannisto, P.-H., & Poskela, J. (2019). Kokeilukulttuuri Suomessa – nykytilanne ja kehittämistarpeet. Valtio-neuvoston selvitys- ja tutkimustoiminnan julkaisusarja, 2/2019.

Galli, B. J. (2018). Change management models: A comparative analysis and concerns. IEEE engineering management review, 46(3), 124-132. 

Lindblom-Ylänne, S. & Nevgi, A. (2011). Yliopisto-opettajan käsikirja. Helsinki: WSOYpro 2009 2. painos 2011

Nieminen, M., Talja, H., Heikkilä, J-P., Airola, M., Viitanen, K. & Tuovinen J. (2017). Muutosjoustavuus. Organisaation resilienssin tukeminen. Espoo: Teknologian tutkimuskeskus VTT Oy.

Salminen, V.-M. (2012). Miten voidaan tutkia verkostojen toimintaa? Kansalaisyhteiskunta. Kansalaisyhteiskunnan tutkimuksen seura. https://urn.fi/URN:NBN:fi:jyu-201611014511

Author(s): Åse Stensland, Kjerstin Valland, Valborg Kløve-Graue & Grethe Nina Hestholm, Western Norway University of Applied Sciences

Category / based on: Work in progress 
Presentation format: Paper presentation (6A, in English) 

Framing 

The project aims to strengthen the professional learning community at an upper secondary school with both vocational and academic programmes. School leadership seeks increased participation from teachers in workshop-based vocational subjects. We will examine teachers’ perceptions of “the other” and how the school environment may include or exclude parts of the teaching staff (Goffman, 1992; Gullestad, 2002). 

Research questions

1. How do teachers and school leaders understand the professional learning community? 
2. What is needed to develop a shared understanding of it? 
3. How can teacher education prepare students to build school culture?

Methodology 

We will conduct five qualitative, semi-structured focus group interviews with four participants each: two groups of vocational teachers, two of academic teachers, and one of the headteacher and department heads. Participants with similar experiences are grouped to encourage open, non-judgemental discussion (Krueger & Casey, 2000). Our stance is constructivist, seeing the world as interpreted and shared differently by individuals (Hatch, 2002). 

Results or expected outcomes 

This study will result in a scholarly article aimed at identifying factors that hinder or support teachers’ inclusion in a professional learning community. The insights may also help us better prepare student teachers to balance maintaining their professional identity with contributing to the development of a professional learning community alongside colleagues from different professional cultures (Goffman, 1992). 

References 

Goffman, E. (1992). Vårt rollespill til daglig. Pax Forlag A/S.

Gullestad, M. (2002). Det norske sett med nye øyne. Universitetsforlaget.

Hatch, J. Amos (2002). Doing qualitative research in education settings. State University of New York Press.

Krueger, R. A. & Casey, M. A. (2000). Focus Groups (3. utg.). Sage Publications.

Author(s): Aija Laaksonen, University of Turku & Joonas Merikko, University of Helsinki

Category / based on: Work in progress 
Presentation format: Workshop (6B, in English) 

Workshop abstract 

The aim of the workshop is to examine how data describing the progression of studies, as well as information related to students’ study ability and well-being, can be utilized in data-informed management (Laaksonen ym., Submitted). Data on academic progress is available in real time, but the collection of background factors such as study ability often relies on survey data, which limits their use in process development and decision-making (Azevedo, 2015). 

The workshop explores which is more meaningful from the perspective of data-informed management: outcome data or background factors. The background factors include study ability, which describes a student’s resources, well-being, and ability to cope with their studies (Marrone ym., 2024; Rogaten ym., 2013). The discussion focuses on how these factors can be collected efficiently and ethically, and what kinds of solutions artificial intelligence (AI) and new technologies could offer for the continuous and real-time collection of longitudinal data (e.g. utilising student-AI interaction data) (Merikko & Silvola, 2024; Annie Advisor, 2025). In addition, the workshop evaluates whether such data would change organizational interventions and to what extent visualized information influences decision-making. 

During the workshop, participants will familiarize themselves with various prototypes of data-informed management through case-based work and assess what kinds of concrete actions or changes an organization can implement based on the data.  

References 

Annie Advisor (2025). Trends in Student Support: Finnish Secondary and Tertiary Education [Industry Report]. Retrieved 15th Jan 2026. Available: https://annieadvisor.com/fi/blogi/opiskelun-tuen-trendit-2025 

Azevedo, R. (2015). Defining and measuring engagement and learning in science: Conceptual, theoretical, methodological, and analytical issues. Educational Psychologist, 50(1), 84–94. https://doi.org/10.1080/00461520.2015.1004069

Laaksonen, A., Raudasoja, A., Salminen, J. & Kyttälä, M. (Submitted) Opiskelukyky ammatillisessa koulutuksessa – ICF-luokituksen soveltaminen teoreettis-käsitteellisen jäsennyksen välineenä.

Marrone, R., Lam, B., Barthakur, A., Brinkman, S., Dawson, S., & Gabriel, F. (2024). The Relationship between Wellbeing and Academic Achievement: A Comprehensive Cross-Sectional Analysis of System Wide Data From 2016-2019. Journal of Learning Analytics. https://doi.org/10.18608/jla.2024.8357.

Merikko, J., & Silvola, A. (2024). An AI Agent Facilitating Student Help-Seeking: Producing Data on Student Support Needs. In Joint Proceedings of LAK 2024 Workshops, co-located with 14th International Conference on Learning Analytics and Knowledge (LAK 2024), Kyoto, Japan, March 18-22, 2024.

Rogaten, J., Moneta, G. B., & Spada, M. M. (2013). Academic Performance as a Function of Approaches to Studying and Affect in Studying. Journal of Happiness Studies, 14(6), 1751–1763. https://doi.org/10.1007/s10902-012-9408-5.

Author(s): Jessica Silfver, Christoffer Ericsson, Petra Ekman & Maria Appelroth, Arcada University of Applied Sciences 

Category / based on: Research 
Presentation format: Workshop (6C, in English) 

Workshop abstract 

There is a need for continuous professional development for people in working life, and for education providers it is important to be able to meet these needs in a way that gives students the skills they need. 

Peer learning as a teaching method promotes constructive feedback, which is crucial for developing skills. Peer learning also develops self-confidence, communication skills and the ability to give and receive feedback. All these are competencies that will support healthcare students in clinical practice and later in working life. 

The opportunity to learn from and with others who understand the challenges faced by students contributes to a more supportive learning atmosphere, allowing students to explore new things without fear of being. By using Community of Inquiry as a base and a model for support of self-directed learning we have started to build simulation cases for peer-learning by using our simulation software as a platform. 

We offer a workshop to inspire teachers to use peer learning in skills training and simulation, focusing on technical skills or nontechnical skills. An opportunity to brainstorm different available opportunities in your own teaching environment and create peer learning scenarios that enhance learning on different levels, while building a structure that helps the students practice also generic skills, such as giving and receiving feedback. Our competence is in the healthcare setting, but we welcome other professions to join.  

References 

Brierley, C., Ellis, L., & Reid, E. R. (2022). Peer-assisted learning in medical education: A sys-tematic review and meta-analysis. Medical education, 56(4), 365–373. https://doi/10.1111/medu.14672

Choi, J. A., Kim, O., Park, S., Lim, H., & Kim, J. H. (2021). The effectiveness of peer learning in undergraduate nursing students: a meta-analysis. Clinical Simulation in Nursing, 50, 92-101. https://doi.org/10.1016/j.ecns.2020.09.002

Gad, R. and Obied, H. (2016). Effect of peer evaluation training on senior nursing students’ per-formance enrolled in nursing administration course. Journal of Nursing Education and Prac-tice, 7(4). https://doi.org/10.5430/jnep.v7n4p55

Grailey, K. E., Murray, E., Reader, T., & Brett, S. J. (2021). The presence and potential impact of psychological safety in the healthcare setting: an evidence synthesis. BMC health services research, 21, 1-15. https://doi.org/10.1186/s12913-021-06740-6

Kiukas C, Levälahti F. 2022. Pedagogical guide for student-centered learning – to promote an international pedagogical discussion. UAS Journal, 4/2022. Tillgänglig: https://uasjournal.fi/4-2022/pedagogical-guide-for-student-centered-learning-to-promote-an-international-pedagogical-discussion/ Hämtad: 25.11.2024. 

Zhang, H., Liao, A. W. X., Goh, S. H., Wu, X. V., & Yoong, S. Q. (2022). Effectiveness of peer teaching in health professions education: A systematic review and meta-analysis. Nurse edu-cation today, 118, 105499. https://doi.org/10.1016/j.nedt.2022.105499.

Author(s): Rika Nakamura & Sirpa Laitinen-Väänänen, Jamk University of Applied Sciences 

Category / based on: Work in progress 
Presentation format: Workshop (6D, in English) 

Workshop abstract 

Universities of Applied Sciences across the Nordic region are finding it increasingly challeng-ing to secure meaningful internship placements. Limited availability and growing competition, coupled with organisational financial pressures, are particularly affecting the social and healthcare sectors, while international students often encounter additional barriers. These developments highlight the need for renewed collaboration and fresh approaches to work-based learning. 

This workshop brings together educators and researchers to explore emerging practices that can improve the quality and accessibility of internships. Following a brief introduction to internship formats: Pair-based internship for international students; Carousel internship; and Segmented internship, participants will engage in small-group discussions on the following topics: What challenges have they faced with internship? What innovative practices have they created? Are the presented models feasible in their context? Each small group provides a space for shared reflection, peer learning, and generating practical ideas. 

By engaging with multiple perspectives, the workshop will contribute to the NordYrk 2026 theme of renewing professional education through collective expertise. Participants are en-couraged to share their experiences, challenge existing assumptions and collaborate to de-velop practical steps towards creating more equitable and resilient internship ecosystems in the Nordic countries.

References 

Billett, S. (2021). Mediating worklife learning and the digitalisation of work. British Journal of Educational Technology, 52, 1580–1593. https://doi.org/10.1111/bjet.13115

Hwang, W., Aguinalde, P., Crippen, K. J., Shin, J., & Carroll, B. F. (2026). Systematic review of work‐integrated learning in undergraduate engineering education. Journal of Engineering Edu-cation, 115(1), e70050. 

Sevenhuysen, S., Farlie, M. K., Keating, J. L., Haines, T. P., & Molloy, E. (2015). Physiotherapy students and clinical educators perceive several ways in which incorporating peer assisted learning could improve clinical placements: A qualitative study. Journal of Physiotherapy, 61, 87–92. https://doi.org/10.1016/j.jphys.2015.02.015

Virolainen, M. (2014). Toward connectivity: Internships of Finnish Universities of Applied Sci-ences [Doctoral dissertation, University of Jyväskylä, Finnish Institute for Educational Re-search]. Finnish Institute for Educational Research Studies 29

Author(s): Soila Lemmetty, University of Eastern Finland (UEF); Sara Keronen, UEF; Sari Vanhanen, UEF; Oana Velcu-Laitinen, UEF; Jasmiina Leskinen, UEF; Teemu Ojala, UEF; Katja Köykkä, UEF; Tuomo Kuivalainen, UEF; Maija Tietäväinen, UEF; Mia Ahonen, UEF; Marianne Jaakkola, University of Jyväskylä; Emilia Väänänen, UEF; Maria Sarasti, UEF; Antti Jauhiainen, UEF & Meiju Welling, UEF 

Category / based on: Research 
Presentation format: Poster presentation (6E, in English) 

Framing 

Continuous learning (CL) plays a key role in the development of adults’ competence as well as in organizational renewal. CL is politically linked to adults’ learning in and for working life. In educational research, CL is defined through the interdependence of different learning situations. Learning is understood as a constructivist, ongoing change process that extends beyond formal learning situations and takes place when prior and new knowledge are integrated and applied in new situations (Tractenberg et al. 2016). In adulthood, these learning processes often occur in the workplace through participating in work practices, reflecting and experimenting (Billett 2025).

Methodology 

The Continuous Learning in Working Life (CLWL) Research Group examines learning at work, professional competence, well-being, and innovation as interconnected features of everyday working life and organizational practices. CLWL conducts mixed-method research, combining qualitative interview, observational, and diary data with quantitative survey data, in collaboration with Finnish work organizations and educational institutions across the private and public sectors. 

Results or expected outcomes 

The objectives of the group’s research are threefold. First, the group examines how learning at work, competence, and creativity are manifested and supported in workplaces and during transitions in working life. Second, it investigates their relationships with well-being, strategic change, innovation, career development, and organizational leadership. Third, the group develops tools, methods, and evidence-based recommendations to support learning  and development at work.

References 

Billett, S. (2025). Learning Through Work: Practices, Purposes and Outcomes. Routledge.

Tractenberg, R., FitzGerald, K., & Collman, J. (2016). Evidence of sustainable learning from the mastery rubric for ethical reasoning. Education Sciences, 41, 400–413.

Author(s): Mika Alhonkoski, Tampere university of applied sciences; Marjaana Veermans, Turku university; Hanna Nurmi, Salpaus further education; Sari Kotonen, Salpaus further education; Camilla Strandell-Laine, Turku university; Kalle Artukka; & Leena Salminen, Turku university

Category / based on: Research 
Presentation format: Poster presentation (6E, in English) 

Framing 

There is a lack of research concerning healthcare education in the level of vocational education and training (e.g practical nursing education) and educational technology. One example concerns three-dimensional technology, which has been presented as a promising educational technology. However, we need to have deeper understanding about the connection of three-dimensional technology and the perspectives of the students to fulfill the needs of effective learning environment in the future. The aim of this study was to describe practical nursing students’ technology acceptance and possible change therein after implementing three-dimensional technology during a first aid course. 

Methodology 

In this mixed method study, students used 3D images, 3D environments and 3D printing during their first aid course. Technology Acceptance Model guided this research as a theoretical framework. Students answered pre- and post-surveys and, after the first aid course, participated in focus group interviews. The data was analysed by means of descriptive statistical analysis and qualitative content analysis. This study was conducted with qualitative dominance. 

Results or expected outcomes 

As a result, the practical nursing students’ technology acceptance was positively oriented in accordance with the surveys and interviews. Qualitative findings present five main categories and related subcategories, which describes the content of students’ technology acceptance. The main categories were “Usefulness for education”, “Usefulness for care work”, “Benefits for the individual role”, “Preparedness for future technological solutions” and “Challenges with technological solutions.”

References 

Alhonkoski, M. Three-dimensional technology in healthcare education - experiences in practival nursing education. 2025. Academic dissertation. University of Turku. ISBN:978-952-02-0331-3. https://www.utupub.fi/handle/10024/194137

Author(s): Kaisa Räty, Jamk University of Applied Sciences & Emma Mannerkivi, Savo vocational college

Category / based on: Development project 
Presentation format: Poster presentation (6E, in English) 

Framing 

In Finland, vocational education students are entitled to special support if learning difficulties, a disability, or an illness affect their studies. Support is provided by special education teachers in all vocational institutions. The Towards Inclusive Vocational Education (INKLU) project has examined the quality of special support and strengthened conditions for its effective implementation. The project has produced a summary of key quality elements, developed training packages for staff and teacher education, created unified support models, clarified the role of special education teachers, and enhanced leadership competence. 

Methodology 

The Towards Inclusive Vocational Education (INKLU) is a development project involving five vocational teacher education institutions and six vocational education providers. The quality elements have been developed through co creation both by the project staff and in various vocational education events. 

Results or expected outcomes 

• A document on assessing and developing the quality of special support, designed to support vocational institutions in improving the quality of their special support 
• A special support training package for staff, freely available to all vocational education providers 
• A special support training package for teacher educators in schools of professional teacher education 
• National shared competence goals for special education teacher training 
• Examples from Savo Vocational College

References 

Vocational Education and Training Act (531/2017) 

Author(s): Maritta Valtari, Hyria Education; Jari Mattila, Hyria Education & Elisa Utriainen, Häme University of Applied Sciences

Category / based on: Development project

Presentation format: Poster presentation (6E, in English) 

Framing 

The use of social robots in education is becoming increasingly common, as they can be utilized in simulated interaction scenarios and offer opportunities to develop new pedagogical approaches and that take into account different types of learners, promote equality, and enhance community experiences and inclusion in learning. The Pepper robot, in particular, has attracted significant interest due to its potential to support teaching by integrating both technological capabilities and social interaction skills. This approach supports equitable access to the learning opportunities for teachers and students offered by social robotics and fosters a deeper understanding of human–robot interaction. 

Methodology 

This study employs a qualitative approach combining semi-structured online interviews with vocational teachers and observations of students. Four pairs of students, acting as security personnel, practiced de-escalation with Pepper GPT, a social robot simulating an upset elderly person. Researchers refined the AI prompts during the simulation to enhance natural interaction. The interview data were analyzed qualitatively to supplement the observational findings from the robot interaction. 

Results or expected outcomes 

Teachers value robotics for addressing labor shortages and motivating learners but emphasize the need for practical training and support for their complex pedagogical and ethical roles. Observations show that robots motivate students, yet the lack of body language makes interactions feel unnatural. Results also highlight the need for teacher guidance. While robots act as social actors in the classroom, their integration requires careful planning and ethical consideration. 

References 

Belpaeme, T., Kennedy, J., Ramachandran, A., Scassellati, B., Tanaka, F. (2024). Social robots for education: A review. Journal of Computer Assisted Learning, 3(21), 195–205. doi:10.1126/scirobotics.aat5954

Holmes, W., Bialik, M., Fadel, C. (2019). Artificial Intelligence in Education. Promise and Implications for Teaching and Learning, 621-653. https://www.researchgate.net/pub-lication/332180327_Artificial_Intelligence_in_Education_Promise_and_Implica-tions_for_Teaching_and_Learning

Kyllönen, M. (2020).Teknologian pedagoginen käyttö ja hyväksyminen: Opettajien digipedagoginen osaaminen. JYU Dissertations. https://jyx.jyu.fi/handle/123456789/67585

LeTendre, G. K., Gray, R. (2024). Social robots in a project-based learning environment: Adolescent understanding of robot–human interactions. Journal of Computer Assisted Learn-ing, 40(1), 192-204. doi:10.1111/jcal.12872     

Author(s): Tuija Kontinen, Sara Tuisku, Marina Hirjaba & Venni Wang, Jamk University of Applied Sciences 

Category / based on: Development project

Presentation format: Poster presentation (6E, in English) 

Framing 

Central Finland faces challenges in the availability of nursing staff, despite the increasing number of foreign-language nursing students. However, foreign-language speakers still struggle to find a job in the region. Issues causing difficulties include insufficient language skills, lack of language awareness within work community, challenges in integrating into workplace, and the absence of a structured mentoring model. In addition, foreign-language students have too few practical training placements available to them, especially in specialized health care. The need to develop guidance skills, cultural sensitivity, and new training models has been recognized both nationally and regionally. 

Methodology 

Development methods:

• Co-creation with working life partners (primary health care & specialized health care). 
• Pilot testing of the training model in the collaborating wards.
• Surveys and feedback collection from staff and students.
• Continuous refinement of the model throughout the project based on feedback.
• Weekly support visits to the wards.
• Nursing staff coaching.                          

Results or expected outcomes 

As a result in the OVE - practical training project there will be developed an operational model for multicultural module training. Separate models will be developed for clinical training in both primary health care and specialized health care wards. The model is being embedded into the collaborating wards during the project. Also as a result mentors competence in language awareness, cultural sensitivity and guidance skills will be strengthened and digital coaching package will be made.

References 

Keva. (2021). Kuntien työvoimaennuste 2030: Analyysi kuntien työvoima- ja osaamistarpeista. https://www.keva.fi/contentassets/9034ce5888f14123996a6b41b9c315ea/kevan_kuntien_tyovoimaennuste_2030_esitys_180221.pdf

Keva. (2023). Analyysi kuntien työvoimatarpeista. 

https://www.keva.fi/contentassets/316f4dd63f4c4e50a2513673e55ea618/kuntien-tyovoimatarpeet_kymenlaakso_2023.pdf

Sosiaali- ja terveysministeriö. (2020). Uusia käytäntöjä ja rakenteita näyttöön perustuvan hoi-totyön osaamisen kehittämiseen: Ehdotukset työelämälle ja koulutukselle (Sosiaali- ja ter-veysministeriön raportteja ja muistioita 2020:3). https://julkaisut.valtioneuvosto.fi/bitstream/handle/10024/162120/STM_2020_3_rap.pdf?sequence=1&isAllowed=y

World Health Organization. (2020). State of the world’s nursing 2020: Investing in education, jobs and leadership. https://www.who.int/publications/i/item/9789240003279  

Author(s): Mari Hakkarainen, Johanna Niskakangas, Satu Aksovaara & Minna Silvennoinen, Jamk University of Applied Sciences 
Category / based on: Development project 
Presentation format: Poster presentation (6E, in English) 

Framing 

The purpose of Jamk Future Factory (FF) module is to integrate real working life challenges into every student’s curriculum to create innovative, entrepreneurial and sustainability-aware graduates. The initiative strengthens collaboration between higher education and working life by ensuring that all students engage in authentic work-based learning during studies. FF guarantees the acquisition of commonly defined generic competencies, including project work, user-centered design, collaboration, and sustainable development.  By embedding working life challenges into learning, FF supports professional identity formation, soft skills development, and transition into contemporary working life. 

Methodology 

FF is designed as a research-informed learning ecosystem, where a dedicated core team, shared digital platforms, and peer-supported coaching enable continuous pedagogical devel-opment through teacher–researcher collaboration. The core team coordinates development, quality assurance, and the central updating of platforms and learning resources. Coaches work in pairs and apply shared facilitation principles, allowing project-based learning to scale while maintaining coherence across disciplines. 

Results or expected outcomes 

Early implementation demonstrates the FF model’s value across stakeholder levels. Students develop generic competencies and problem-solving through authentic, working-life projects, with recent development focus addressing emerging AI skills. Teacher–researcher collaboration supports pedagogical development. Organizations benefit from structured development processes and students’ fresh perspectives. The FF ecosystem functions as a living lab with strong scalability and transfer potential. 

References 

Aksovaara, S., Määttä, S., Kärkkäinen, T., & Silvennoinen, M. (2024). Improving Learning De-sign Using Learning Analytics in Relation to Study Experience. Seminar.net, 20(2). https://doi.org/10.7577/seminar.5722
Aksovaara, S., Kärkkäinen, T., & Silvennoinen, M. (2024). Higher Education Student's Self-Efficacy Beliefs During and Post Pandemic: an Explorative Learning Analytics Study. In Bled eConference. University of Maribor Press. https://research.utwente.nl/files/468248830/9789612868710.pdf#page=93 
Tynjälä, P. (2008). Perspectives into learning at the workplace. Educational research review, 3(2), 130-154.

Author(s): Anette Yttereng, NTNU - Norwegian University of Science and Technology

Category / based on: Work in progress 
Presentation format: Poster presentation (6E, in English) 

Framing 

Vocational qualifications are delivered through programmes linked to trade, journeyman`s and health sector authorizations. The choice of vocational programme shapes careers, though pathways may overlap (Udir, 2026). Rapid technological development challenges these structures, creating a need to reconsider future occupational titles and which qualifications society will require (Norwegian Committee on Skill Needs, 2025). And at the same time digitalization goals towards 2030 (The Norwegian Government, 2024) challenges, certificates and curricula. (Bjørnåvold et.al.2022) Curriculum analysis can show how well VET supports adaptability, digital competence, lifelong learning and future work needs. 

Methodology 

To examine VET responds to the requirements associated with the ambition of becoming the world’s most digital society by 2030, this study applies an exploratory, systematic curriculum analysis of VET pathways. The analysis identifies curricular strengths, limitations and internal coherence. Furthermore, it examines the extent to which emerging competence needs related to the digital and green transitions such as legal, ethical and commissioning competence are reflected in current curricula and o

Results or expected outcomes 

The expected outcome of this study are; there are tensions between the various VET programmes. Digitalization of professional practice may necessitate modes of practice, including the integration of AI in working life. This may generate discussions regarding the placement of occupations within the VET-system and the need for revised occupational designations. At the same time, there will also be occupational tasks that may remain less affected by these developments. 

References

Bjørnåvold, J., Hagen, A., Kvisterøy, J. & Nyen, T. (2022) The future of vocational education in Norway – Future images 2035. Report: Cooperation Council for Vocational Training and CEDEFOP. Cedefop-og-SRY-Norske-yrkesutdanninger-mot-2035.pdf

Norwegian Committee on Skill Needs (2025) Future competence needs: What skills does Norway need to succeed with digital transformation? https://www.kompetansebehovsutvalget.no/uploads/ryOX1yAG/Kompetansebehovsutvalget_rapport_digitalversjon.pdf

The Government (2024) The digital Norway of the future – National digitalization strategy 2024-2030. Ministry of Digitalization and Public Administration

The digital Norway of the future - regjeringen.no

The Norwegian Directorate for Education and Training (Udir) (2026) Vocational education programmes, occupational designations and relevant curricula in the programme subjects. 

Upper secondary education | udir.no

Author(s): Mika Alhonkoski, Tampere University of Applied Sciences; Marjaana Veermans, University of Turku; Leena Salminen, University of Turku; Kalle Ojanen, Turku Vocational Institute; Tiina Marjamäki, Turku Vocational Institute; Marja-Liisa Gustafsson, Turku Vocational Institute; Mikko Viitanen, Turku Vocational Institute & Heikki Riihimäki, VARHA - The wellbeing services county of Southwest Finland 

Category / based on: Development project 
Presentation format: Poster presentation (6E, in English) 

Framing 

In paramedical work, professional competence and patient safety depend on learning motiva-tion and continuous skill development (WHO, 2023). Although paramedical students are gen-erally motivated (Ross et al., 2016), research focuses mainly on higher education, leaving vo-cational-level evidence limited despite demanding work contexts (Tavares, 2024). We need to have comprehesive knowledge about the basic level paramedic students' learning motiva-tionalso to fullfil equal educational process.The purpose of the study was to describe the expectations and learning motivation of basic level paramedic students during a 24-hour first aid exercise.

Methodology 

This qualitative study involved 35 (n=35) basic-level paramedical students in Finland who participated in a one-off 24-hour exercise aimed at intensive first aid practice across diverse situations. Learning motivation and exepctancies was examined using a pre-exercise survey and post-exercise focus group interviews. Data collection and analysis were guided by expectancy–value theory. Although implemented as a single event, the exercise model could be integrated into curricula. 

Results or expected outcomes 

Students’ expectations for the 24-hour exercise related to learning new skills and applying prior knowledge, teamwork development, and the learning environment. Learning motivation was described through the value of success experiences, teamwork-related feedback, and the learning environment. Overall, expectations and motivation were positive, even though the exercise differed from traditional instruction, indicating that non-traditional training formats can support learning motivation.

References 

Ross, L., Hannah, J., & Van Huizen, P. (2016). What motivates students to pursue a career in paramedicine? *Australasian Journal of Paramedicine, 13*, 1–8. https://doi.org/10.33151/ajp.13.1.484

Tavares, W. (2024). Paramedicine education: Navigating moments for transformation through research. *Paramedicine, 21*(2), 48–51. https://doi.org/10.1177/27536386241232670

World Health Organization. (2023). *Global strategy on human resources for health: Workforce 2030 – progress report*. World Health Organization. https://apps.who.int/gb/ebwha/pdf_files/EB156/B156_15-en.pdf

Author(s): Katja Vähäsantanen, Häme University of Applied Sciences; Sirpa Laitinen-Väänänen, Jamk University of Applied Sciences; Jiri Vilppola, Tampere University of Applied Sciences; Piia Kolho, Jamk University of Applied Sciences; Kati Mäenpää, Oulu University of Applied Sciences; Merja Alanko-Turunen, Haaga-Helia University of Applied Sciences; Sanna Ruhalahti, Tampere University of Applied Sciences; Satu Niittylahti, Häme University of Applied Sciences; Pia Kiikeri, Haaga-Helia University of Applied Sciences; Kati Korento, Oulu University of Applied Sciences; Eila Burns, Jamk University of Applied Sciences

Category / based on: Work in progress 
Presentation format: Workshop (6F, in English) 

Workshop abstract 

Nordic research on vocational education has become a well established and internationally recognized field, characterized by a strong emphasis on wellbeing, equality, and inclusion. This research is closely connected to Nordic education systems, where vocational education is positioned as an integral part of lifelong learning and societal cohesion rather than merely a mechanism for meeting labor market demands. At the same time, transformations in working life, evolving skill needs, and broader international developments challenge the field to engage with new and timely research themes. 

The research tradition is largely practice-oriented, focusing on themes such as vocational teacherhood, work-related learning, professional competence, student wellbeing, learning environments, and collaboration between education and work. However, its influence on policy and decision-making remains limited, as the field is fragmented and highly context-dependent A strong comparative Nordic research tradition has yet to emerge. 

This workshop initiates dialogue on current themes in vocational education, identifies research gaps, and generates ideas for future research. Specific attention is directed to opportunities for strengthening Nordic research collaboration. Participants are invited to share perspectives and co-develop research ideas together with a consortium of Finnish universities of applied sciences dedicated to advancing research in vocational and professional education. 

References 

Silvennoinen, M., Alanko-Turunen, M., Vilppola, J., & Ruhalahti, S. (2025). Themes and poten-tial 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), 14–56.

Author(s): Sanna Brauer & Mika Mecklin, Tampere University of Applied Sciences

Category / based on: Work in progress 
Presentation format: Workshop (6G, in English) 

Workshop abstract 

This session presents SIMSEC (Simulations and Evolving Working Practices in Support of Security), and applied research focusing on the European ReArm initiative, safety management and the unique challenges faced by industries operating with advanced, high-risk technologies. By leveraging demand-driven applied research and the ‘quadruple helix’ type Ecosystem Innovation Partnerships (EIPs), SIMSEC bridges the gap between research outcomes and practical improvements in educational practices, placing particular emphasis on safety and risk management. 

The project embodies the spirit of demand-driven research and innovation, focusing on the urgent safety issues encountered by high-risk technology industries. The EIP brings together different stakeholders and educational sectors. The research activities are informed directly by the needs of industry partners, ensuring that the outcomes are relevant and applicable immediately. In the workshop, we present real-world scenarios from VET and applied research and invite participants to reflect them.

Expected outcomes:

Participants will gain insights into: 

• The role of applied research in driving educational transformation in high-risk technology sectors in professional education (VET, UAS).
• Practical methods for engaging stakeholders in the research-innovation process, with a focus on safety and risk management 
• Strategies for demonstrating and measuring the impact of educational research in industries where safety is paramount. 

References 

Lehikko, A. (2026). Synthesizing Sociocultural and Cognitivist Approaches to Learning in a Simulation-Based Model for Immersive Virtual Reality Safety Training. Acta electronica Universitatis Lapponiensis 430. https://urn.fi/URN:ISBN:978-952-337-530-7 

Liljaniemi, A. (2026). Re-innovating engineering education: The role of Digital Twin and emerging technologies (Doctoral dissertation). Aalto University publication series Doctoral Theses, 14/2026. https://aaltodoc.aalto.fi/items/8e3aaf51-c54c-4f19-8e75-bc7f85e24f03 

Tynjälä, P., Virolainen, M., Heikkinen, H. L., & Virtanen, A. (2020). Promoting cooperation between educational institutions and workplaces: models of integrative pedagogy and connectivity revisited. In C. Aprea, V. Sappa, & R. Tenberg (Eds.), Konnektivität und lernortintegrierte Kompetenzentwicklung in der beruflichen Bildung / Connectivity and Integrative Competence Development in Vocational and Professional Education and Training (VET/PET) (pp. 19-40). Franz Steiner Verlag. Zeitschrift für Berufs- und Wirtschaftspädagogik : Beihefte (ZBW-B), 29.

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