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TAMK pedagogical development programme

The aim of the development programme (2025–2026) is to strengthen the higher education pedagogical competence of TAMK’s teaching staff so that TAMK can achieve its strategic and quantitative goals. Another objective is to ensure that TAMK offers students and lifelong learners smooth and diverse learning opportunities.

Pedagogical development programme – actions:

  • Updating the pedagogical principles (2025)
  • Strengthening pedagogical competences through digital open badges
  • Deepening pedagogical expertise in the specific themes
  • Launching and developing the activities of the digital lecturers and digital support team, and
  • Promoting the integration of teaching and RDI (Research, Development and Innovation) in pedagogical solutions.

The pedagogical development programme is based on

Pedagogical principles

Pedagogical principles were constructed to support the development programme. The principles are Learning orientation, Participatory learning communities, Expertise in working life development and Sustainable future.

The cross-cutting theme of the principles is digitalisation. It can be seen in practical competences, activities and operating environments.

Learning orientation​

As a learning-focused university of applied sciences, we use flexible and diverse possibilities for learning, teaching, and competence development. Our focus is truly on our students, and we support self-direction and promote the wellbeing of both students and the entire learning community through our pedagogical choices. We utilise competence-based working life, digital, and international learning environments. We enable studification through flexible learning processes. Accessible education, guidance through feedback, and evaluation also support students’ inclusion and agency.

Participatory learning communities​

We adopt pedagogical approaches that support the development of the university community, and enable respective, multidisciplinary, and multicultural encounters. Our actions highlight caring collaboration and learning, as well as working models, which have been discussed ethically, and which take into consideration accessibility and equity. We aim to promote comprehensive wellbeing in our community in all our activities. We use varied learning possibilities in our learning environment, including digital tools.

Expertise in working life development​

We develop the regional working life in active dialogue, which predicts the competence and development needs of both the business life as well as our national and international networks. TAMK students are significant for working life-oriented learning projects and our pedagogical choices recognise the multifaceted possibilities for learning. We act responsibly, use scientifically proven information, and promote continuous learning in our community, both nationally and internationally.

Sustainable future​

We build sustainable future by offering our students the tools to systematically examine and understand complex phenomena. We also support them to actively develop sustainable future and to implement sustainable transition, both as professionals and as members of society.