Developing education at the Ä¢¹½Ö±²¥
The aim of the site is to introduce the activities and researched knowledge, which we accumulate while pursuing education of quality and impact, as well as prioritising the wellbeing of our students and teaching ´Ú²¹³¦³Ü±ô³Ù²â. Our guiding principle is the community-based Education Development Programme, in which the four main objectives - the Competence Promise, the Development Promise, the Student Life Promise and the Quality Promise - create an ambitious basis for collaborative development work.
Our development work is framed by working together, equality, a research and knowledge-driven approach, and a future-orientated outlook. We want to inspire our staff, together with students, to lay the foundation for a dignified and sustainable future including a civilised society.
"Our aim is to provide our students sensible and meaningful ways to become influential academic experts, while we focus on their wellbeing and that of our staff. "
The work of JYULearn is a key part of the University's strategic education development programme. In cooperation with the various parties at the University, pedagogically diverse and technologically adequate environments for learning and working are being established. They enable flexible learning paths and a wide range of opportunities for developing skills. The development work combines pedagogical advancement, the digital programme, the enhancement of facilities, and several other activities and actors linked to the university. The pandemic taught us a lot about diversity. Maintaining and further developing those lessons is an important part of our work. By sharing good practices, the quality of teaching across the community is supported while university pedagogical content is built to support the needs of an ever-changing environment. 
The current development is focused on three main themes:
- Multi-site learning and teaching
- FUEL - Future technologies for learning and 
- Agency as a goal at the heart of education.
Strategic work has begun and the education strategy is currently being updated. The guiding principles will largely remain as they are today, but many things have changed since the previous strategy was written. This change is reflected in our new strategy, which will be finalised during spring 2024. We will continue to educate responsible academics from a culturally diverse world, support the wellbeing and learning capacity of our students, value teaching and teachers, and develop teaching together as a community.
We want our strategy to emphasise renewal, closer cooperation beyond organisational boundaries and the implementation of diverse educational pathways. Internationalisation is an important part of both Finnish and international degrees, and we will invest in their development as part of the strategic development in the entire university. In education, we emphasise wellbeing, accountability and quality. For us, these are all much more than just words and targets in strategy documents. For us, they are real principles that permeate our activities, on which we invest resources and have developed target-supporting structures.
Quality work in education and quality management refer to the procedures and processes by which we systematically plan, implement, maintain, monitor, evaluate and develop educational activities and their quality.
Elements of quality management include educational policies, appropriate processes and guidelines, functioning feedback systems, effective evaluations, strengthening the competence of the university community as well as promoting good practices.
The development of education and teaching is guided by common research-based principles, which include connectivity, meaning the connection between teaching and research, and societal interaction, as well as learner-centeredness. The research-based nature of educational development has two perspectives: field-specific and pedagogical.
In university education, it is considered self-evident that teaching in each field is based on research within that field. Furthermore, teaching in any field should be based on research in teaching and learning.
Supporting the development of teachers' pedagogical skills encompasses a wide range of competencies. Skills related to the planning and implementation of teaching and education, as well as university-level pedagogical skills, guidance skills, and educational planning skills are at the centre, and they are supported through various pedagogical training programmes. Special themes, such as digital pedagogical skills, are supported through both education and the education development models. The pedagogical studies offered include the possibility of further education up to pedagogical qualification. 
