The Higher Education Pedagogy in the 2030s
The main theme of Pedaforum 2022 is The Higher Education Pedagogy in the 2030s. We will focus on the following sub-themes in the sessions and workshops:
Sustainable Higher Pedagogy
What are the sustainable values in college pedagogy? How and what kind of values does the pedagogical activity of higher education build? What is eco-social civilization as a higher education pedagogical activity? How is higher education pedagogy enabling ethically sustainable competence? How does the pedagogical activities of higher education take into account complexities and other problems?
Well-being of the Higher Education Community
What is pedagogical well-being? Who are the people involved in it? What does pedagogical well-being have to give to motivate learning? How can higher education pedagogy affect student well-being? How does higher education management, teaching and tutoring structures and processes take into account supporting the student well-being? What is the role of the higher education community in promoting pedagogical well-being?
Research, Working Life and Higher Education
What are the best practices for research, development and innovation and educational integration? How to enable research-based teaching? What are the research methods at the interface between project work and studies? How do the thesis and its processes contribute to the learner’s research and development competence? What are the higher education models and pedagogical solutions as a facilitator of the integration of work and learning? Cooperation between academic and working life, working life oriented education or education proximity to work — how do we say and understand the network work related to working life?
Lifelong and Continuous Learning
Lifelong learning or constant learning — semantics or genuine differences? How does higher education address the challenges of continuous learning in pedagogical activities? Can higher education be at the same time a degree and competence-oriented? What are microcredentials suitable for? What are those smaller sets of knowledge pursued and why? Are criterion-based skills marks suitable in identifying and recognising competence?
Accessibility of Higher Education
What kinds of solutions and paths need to be chosen on the way to a more accessible higher education? What are the bottlenecks and possibilities of digital services from an accessibility perspective? What equal treatment in higher education requires from higher education pedagogy and pedagogues? Student selection, knowledge of courses, enrollment in courses — how does equality and accessibility work in everyday practices? How do higher education pedagogical solutions and higher education organizations as education providers take into account different learners and learners from different socio-economic backgrounds?
Analytics and Artificial Intelligence (AI) in Learning and Teaching
Technologies and ethicality of the future — which one is on the challenger’s seat? Is artificial intelligence a supporter of student wellbeing and study success? How can analytics support the activities of a higher education organization holistically? What does learning analytics bring to the pedagogical design, implementation or control processes of the course? What do the higher education providers need to consider in the development of analytics tools and the practices they support (e.g. legal elements, data management and analytics model development)?
Pedagogical Management of Higher Education
What kind of work is the pedagogical management of higher education institutes? Pedagogical management and strategy work? Who has the responsibility of pedagogical leadership? Where to identify the places of pedagogical leadership? How do leaders make it as good as possible for learners to learn and study? What kind of leadership makes the education community feel that it is a pedagogical community?
Learning, Teaching and Guidance in 2030
What are the latest (including digital) pedagogical models and methods, the latest trends in higher education? Education guidance or career counselling — which or both? What are the synergies of education guidance and career counselling? Who guides and who receives — divisions of work and different territories? Digital studying — ousting face-to-face encounters or demonstrating flexible learning opportunities and learning? How does Digivisio 2030 support higher education pedagogy?