The pedagogical guidelines are based on the strategy of Lapland University of Applied Sciences and support the goal of being a leading institution in sustainable, digital, and human-centred educational solutions, both regionally and internationally. The pedagogical guidelines form the foundation for learning, teaching, and guidance.
Strategic and impactful competence in changing operating environments
At Lapland University of Applied Sciences, competence is developed based on the strategy, responding to the needs of society while anticipating future developments. Competence development is grounded in high-quality pedagogy and research-based knowledge. It is practical in nature and takes into account the needs of working life.
Our pedagogical goal is to educate professionals who:
Alongside professional competence, generic competence areas—such as an understanding of responsibility and sustainable development principles, critical thinking, and collaboration and interaction skills—form a key part of the competence developed in Lapland UAS education. The development of competence is supported through authentic learning situations, for example through simulations, diverse assessment methods, and guided reflective practice. Different modes of study (online, blended, and daytime studies) are continuously developed to support competence development and preparedness for changing operating environments.
Working-life-oriented Research, development and innovation as part of everyday learning
At Lapland University of Applied Sciences, research, development and innovation (RDI) activities are an integral part of the shared operating model of the entire institution. Our strength lies in close collaboration with regional industries and businesses, as well as in working-life-oriented learning. RDI activities also strengthen international cooperation.
Research-based practice is visible in everyday activities through the use of up-to-date knowledge, multidisciplinary expertise, and the results of ongoing RDI projects in teaching. Teaching staff, students, and working-life partners co-create solutions to real-world phenomena—while simultaneously strengthening learning, competence, impact, and knowledge sharing.
For staff, RDI activities provide opportunities and encouragement to integrate them into teaching, renew curricula content, and develop pedagogy. RDI activities also enable the articulation and sharing of personal expertise and tacit knowledge in collaborative development. RDI activities support teaching, guidance, and students’ development into future professionals who can utilise and apply up-to-date knowledge in transforming working life.
Competence-based approach and openness as the foundation of pedagogy
Teaching at Lapland University of Applied Sciences is competence-based and practice-oriented. The focus is on the competence that students demonstrate once they have achieved the defined learning outcomes. Competence integrates knowledge, skills, and attitudes. It is demonstrated in a verifiable manner, for example in different working-life-oriented environments.
Learning outcomes, teaching methods, and assessment form a coherent whole that supports the development of competence. Diverse assessment methods make competence visible and support the achievement of learning outcomes. Assessment may include diagnostic assessment at the beginning of a course to map students’ prior competence, formative assessment during the learning process to support learning, summative assessment at the end of a course to verify the achievement of competence, and integrative assessment that examines learning as a whole. Assessment is coherent and equitable. Competence is understood as the ability to act, apply knowledge, and solve real-world problems in changing and multidisciplinary working-life contexts. Prior learning is recognised and validated as part of studies, and competence can be demonstrated in various ways.
Pedagogy at Lapland UAS is developed in a transparent, participatory, and impactful manner. Education and curriculum design, as well as pedagogy, are developed sustainably, responsibly, and openly in collaboration with the learning community and working life. Open educational resources, shared knowledge, and collaboration support competence development, continuous learning, and the renewal of working life.
Guidance and student-centred, flexible learning pathways
Lapland University of Applied Sciences is committed to its educational promise by ensuring that students receive high-quality, up-to-date, and goal-oriented teaching, guidance, and support throughout their studies. At Lapland UAS, students are active agents who build their competence based on their own goals, life situations, and prior learning. Learning takes place through personalised, flexible, and individual study pathways, which are designed together with the support of guidance services and the learning community.
Guidance is continuous, proactive, and goal-oriented, supporting students’ agency, smooth progress, well-being, and the achievement of both personal and professional goals. Guidance is a multidisciplinary and multi-professional activity involving all staff, with different actors contributing according to their roles. Career guidance is an integral part of the overall guidance process. Studies can be tailored to meet the changing needs of working life while also taking into account individual needs.
Digital and intelligent solutions, diverse learning environments, and alternative ways of demonstrating competence enable flexible and smooth learning. These solutions support studying in different life situations and responds particularly to the needs of working students, international students, and lifelong learners. Together, these flexible approaches form a student-centred learning model that supports continuous learning and individual competence pathways.
Internationalisation at Lapland UAS is built on Arctic expertise, global sustainability challenges, and multicultural collaboration networks. International partnerships are a natural part of the university’s activities. Pedagogy strengthens the ability to act in a culturally sensitive, ethical, and responsible manner in diverse environments, and supports readiness to work in multidisciplinary, multi-professional, multicultural, and globally changing contexts. Lapland UAS educates professionals who understand how their field is connected to global phenomena and who are able to act responsibly in international environments.
Learning ecosystem and pedagogical pioneering
Learning at Lapland University of Applied Sciences takes place within a broad, global learning ecosystem that integrates physical and digital learning environments, inter-institutional collaboration, working life, and RDI activities. Key actors in this ecosystem include students, teaching staff, and working-life representatives. Learning is built through interaction and collaboration: authentic encounters, experimentation, feedback, decision-making, and dialogue with the real world. Cross-disciplinary collaboration strengthens multidisciplinary competence and enables adaptability and agile responses to societal change.
The pedagogical competence, well-being, and working-life expertise of staff are managed systematically in line with strategic priorities. Teaching responds to the needs of a changing working life and supports the development of students’ competence. Staff are encouraged and supported to experiment with, share, and develop pedagogical solutions collaboratively. Collegiality and interaction are central to the operating culture: within the learning community, shared practices are built and teaching is developed through dialogue. Staff at Lapland UAS actively monitor societal developments and co-create solutions as part of the learning ecosystem.