Ossi Naukkarinen is a Professor in the Department of Art and Media at Aalto University . Holding a doctoral degree in Humanities from the University of Helsinki , his career spans academic leadership, artistic research, and interdisciplinary inquiry. As Senior Fellow at the University of Münster , he maintains international collaborations. Research Focus: Specializing in everyday aesthetics and environmental aesthetics , Naukkarinen explores the intersection of art, technology, and sustainability. His work bridges traditional aesthetic theory with digital humanities , examining topics like artification and aesthetic footprints . Recent projects include Finnish Quantum Flagship and EDUCA (Future Education for Wellbeing). Publications & Impact: With 75+ research outputs and 73 active projects, his scholarship spans 1992-2025. Notable works include AI-aesthetics intersections ( Contemporary Aesthetics , 2025) and analyses of mass culture ( Popular Inquiry , 2022). His research contributes to UN Sustainable Development Goals, particularly Education and Environmental Sustainability . Awards & Leadership: Recognized as Academic Author of the Year 2012 , he serves on editorial boards and doctoral committees. Current projects include Aalto Lab Mexico and Academy of Finland -funded initiatives.
Professor Sari Havu-Nuutinen works at the School of Applied Educational Science and Teacher Education , part of the University of Eastern Finland . With over 20 years of experience in teacher education, she specializes in early childhood education , science education , and STEM curriculum development . Her international collaborations span Finland, Brazil, and Namibia, including a Fulbright scholarship at Ohio University (2015). Leads national projects on science education and flexible learning Co-developer of international teacher education programs Published extensively on science capital and teacher agency Research Interests: Focus on science capital , inquiry-based learning , and teacher professional development . Her work bridges theoretical frameworks with practical curriculum innovation. Publications: Recent studies examine STEM implementation in Namibia, Finnish science capital surveys, and comparative analyses of early-years education. Articles emphasize metacognition, technology integration, and sustainability education. Scientific Contributions: Developed science capital teaching frameworks Contributed to international teacher education manuals Systematic reviews on STEM aspirations Awards: Fulbright scholar (ASLA Fulbright senior research grant, 2015)
Päivi Häkkinen is a **Professor and Vice Director** at the **Finnish Institute for Educational Research (FIER)**, part of the University of Jyväskylä. Her research focuses on technology-enhanced learning, particularly in collaborative problem-solving, computer-supported collaborative learning (CSCL), and the integration of virtual/augmented reality in education. She leads projects like the EDUCA Flagship for future education and LearnDigi , exploring digitalization in learning. Research Interests: She investigates ICT integration in education, learning analytics, and the cognitive and social dynamics of collaborative learning. Her work emphasizes remote collaboration mechanisms, digital tools for assessment, and AI-driven educational innovation. Key Projects: EDUCA Flagship: Addresses future education challenges through interdisciplinary research. LearnDigi: Examines technology’s role in knowledge construction and digitalization impacts. METEOR: Enhances transversal skills for early career researchers via teamwork methodologies. Recent Work Trends: Her publications analyze joint attention in remote collaboration, AI-human partnerships in education, and neural bases of problem-solving. She emphasizes practical applications for teachers and educators. Labs/Teams: Active in FIER and LearnDigi, focusing on collaborative learning design and technology evaluation.
Anu Kajamaa, PhD, is an Adjunct Professor and Principal Investigator in the Faculty of Educational Sciences at the University of Helsinki, Finland. She also holds positions as an Honorary Professor at the University of Exeter's College of Social Sciences and International Studies (UK) and as a Visiting Associate Professor at Aalto University in both the School of Business (Department of Management Studies) and the School of Arts, Design and Architecture (Department of Media). She serves as Co-Leader of the Learning, Culture and Interventions (LECI) expert group and Vice Director of the Doctoral Program of School, Education, Society and Culture (SEDUCE). Dr. Kajamaa's research focuses on collective learning, creativity, organization and management, continuous learning, and change through interprofessional working and formative interventions. She is an expert in sociocultural- and practice-based theories, qualitative research methods, and participatory intervention techniques, particularly cultural historical activity theory and the Change Laboratory method. Her work spans multiple contexts including primary schools, teacher education, prisons, health and social care, and entrepreneurship hubs. Her recent publications demonstrate a strong trend toward educational innovation through makerspaces and the integration of technology in learning environments. The research shows increasing focus on AI-mediated learning processes, relational expertise development, and collaborative innovation practices across educational settings. Her work consistently applies sociocultural theoretical frameworks to examine how learning occurs in complex, real-world contexts. 2023: The Royal Society of Medicine and Center for the Advancement of Interprofessional Education Practitioners Award, UK 2022: Early Career Award, American Educational Research Association (AERA) 2021: The Clinical Teacher Journal Impact Award 2020: Editor's Choice Award (BERA and BJET) 2015: The Adult Educator of the Year, University of Helsinki Dr. Kajamaa has secured significant research funding including an EU HORIZON 2020-MSCA-RISE project on collaborative working between correctional and mental health services, an Erasmus+ KA205 Strategic Partnerships project on media literacy, and an Academy of Finland-funded project on makerspaces. She coordinates the Nordic Research Network on Digitalising Childhoods and is a member of the Playful Learning Center ecosystem. As one of the founders of the European Centre of Excellence in Qualitative Study and Inquiry in Training and Education, she has established herself as a leader in qualitative educational research methodology. Her international research collaborations span institutions including University College London, McGill University, Columbia University, and the University of Oulu. She has been a visiting researcher at numerous institutions worldwide including UC Berkeley, ESSEC Business School, and the University of Exeter. Her work with the Playful Learning Center and the Nordic-Baltic ISCAR network demonstrates her commitment to advancing educational research through international collaboration.
Eemeli Hakoköngäs is a University Lecturer in Social Psychology at the University of Helsinki's Faculty of Social Sciences. He holds a Ph.D. in Social Psychology (2017) and a Master's in General History (2018). His research focuses on social representations, visual rhetoric in political communication, and the intersection of nature and well-being among youth. Key interests include analyzing far-right internet memes, historical narratives in textbooks, and environmental psychology. Recent work explores extremist propaganda through visual analysis, youth perceptions of happiness in natural settings, and the role of media in shaping national identity. His projects include leading the 'Vihreää siirtymää' (2025–2028) and 'LUODE' (2018–2020) initiatives, examining sustainable transitions and nature-based education. He has been recognized with the Tervola Medal (2017) and actively participates in academic conferences, media engagements, and policy discussions on topics like climate communication and labor history. His work bridges social psychology with interdisciplinary approaches to media, education, and environmental studies.
Henriikka Vartiainen is a Senior Researcher at the School of Applied Educational Science and Teacher Education within the Philosophical Faculty of the University of Eastern Finland (UEF). Her academic roles include leading the Work Package in the Generation AI project, funded by the Finnish Strategic Research Council. She holds a PhD and is a Docent in Education, with research focused on design-oriented pedagogy, AI education, and technology-enhanced learning. Her work emphasizes participatory design, co-teaching models, and fostering data agency in K-12 students through innovative tools like AI-driven apps and robotics kits. Education & Awards: Vartiainen earned her Doctoral Dissertation Award (2014) from the Finnish Educational Research Association and the Young Researcher Award (2015) from UEF. Her doctoral research explored design-oriented pedagogy, a cornerstone of her subsequent projects. Research Interests: Her projects span AI literacy, boundary-crossing learning, and multi-material pedagogy. Notable contributions include developing educational frameworks for generative AI use, analyzing algorithmic bias in K-12 contexts, and co-designing digital tools for creative learning. She collaborates internationally on initiatives like the OpenBio STEAM and Forest as a Learning Environment projects. Publications & Impact: Over 50 peer-reviewed articles reflect her work in journals like IEEE Transactions on Learning Technologies and International Journal of Education through Art . Her research bridges theoretical insights with practical tools, such as no-code AI platforms and interactive games to teach data traces and profiling. Current Projects: Leadership in the Generation AI project (2022–2028) focuses on AI education for security-minded K-12 learners. She also investigates bioart-making and cross-cultural learning through boundary-crossing projects. Labs & Teams: Active in research groups like OpenBio STEAM and Multidisciplinary Craft Teaching and Learning, she collaborates with institutions globally on topics like digital citizenship and ethical AI use.
Noora Bosch is a Doctoral Researcher at the University of Helsinki, affiliated with the Doctoral Programme in School, Education, Society, and Culture. She actively contributes to research and projects in maker culture, design education, and technology-enhanced pedagogy. Projects: Participated in initiatives like Maker-Centered Learning (2021–2025), INNOKOMP (2017–2019), and Co4-Lab (2015–2019), focusing on collaborative inquiry and design in education. Research Interests: Centered on integrating design thinking and maker practices into educational frameworks, emphasizing teacher roles as learning experience designers and fostering student engagement through participatory design. Activities: Presented at conferences such as ISLS Annual Meeting 2022, IDC '22, and DRS LEARNxDESIGN 2021. Conducted an academic visit at the University of Southeast Norway in 2024. Publications: Explores themes like design empathy, reflective learning, and the interplay between creativity and pedagogy in maker-based environments. Contact: noora.bosch@helsinki.fi
Ramy Elmoazen is a Postdoctoral Researcher at the School of Computing, University of Eastern Finland (UEF), within the Faculty of Science, Forestry and Technology. His research focuses on learning analytics, educational technology, and collaborative learning, with a particular emphasis on temporal and social dimensions in collaborative environments. He leads and contributes to projects like BalticSeaBioMed, IGLUE (game-based learning using escape rooms), and Maker & STEM Education initiatives. His work bridges theoretical frameworks like epistemic network analysis (ENA) with practical applications in online education and biomedical learning. Key projects include evaluating technology-enhanced learning in laboratories, exploring barriers and opportunities in STEM education, and advancing methods for capturing student interactions through learning analytics. His doctoral dissertation (2024) emphasized using learning analytics to study social and temporal aspects of collaborative learning. Elmoazen’s interdisciplinary approach integrates quantitative methods, systematic reviews, and educational design, contributing to both academic and applied contexts. He has collaborated on studies ranging from clinical trials in dentistry to large-scale reviews of ENA applications, showcasing his versatility across health education and technology-driven pedagogy. His research highlights the importance of scalable analytics tools and evidence-based practices in modern educational settings.
Anu Hartikainen-Ahia is a University Lecturer and Deputy Head of School at the School of Applied Educational Science and Teacher Education, part of the Philosophical Faculty at the University of Eastern Finland. Her work focuses on science education innovation, particularly in inquiry-based learning (IBSE), socio-scientific issues (SSI), and teacher professional development. She actively contributes to international projects like the EU-funded PROFILES initiative, which promotes context-based science education. Her research examines diverse areas including pre-service teachers' perceptions of student support needs in science education, adolescents' engagement with health-related SSI, and cross-cultural awareness of STEM career skills. She has collaborated extensively with colleagues on projects involving digital tools for science education and teacher training programs. Hartikainen-Ahia has published widely in journals like LUMAT, Health Education, and International Journal of Science Education, focusing on topics such as collaborative learning processes, internet-based interventions in science education, and the design quality of educational scenarios. Her work emphasizes bridging theory and practice through innovative pedagogical approaches.
Minna Uitto is a Professor of Subject Teacher Education at the University of Oulu and a Docent in Educational Sciences at the University of Jyväskylä. Her research focuses on relational dynamics in teaching, emotions in educational environments, and narrative methodologies. She leads two major research projects: the RELA project (2020-2024) examining evolving teacher relationships under changing conditions and the NAVI project (2022-2025) exploring pre-service teachers' navigation of relational challenges in modern education. Her work bridges theoretical frameworks with empirical studies on teacher identity, school micropolitics, and intergenerational educational relationships. Education: Holds a PhD and has extensive academic credentials in educational sciences. Her career spans over 20 years, with a focus on qualitative research methodologies. Research Interests: Uitto's work emphasizes how emotions, narratives, and relationality shape teaching practices. She investigates topics like teacher-student dynamics, parental interactions, and the emotional labor inherent in pedagogical roles. Her projects often employ innovative narrative and visual research methods to uncover hidden dimensions of educational experiences. Key Projects: RELA Project : Explores evolving relationships in teachers' work amid systemic changes. NAVI Project : Analyzes pre-service teachers' understanding of relational complexities in contemporary education. Awards: While no formal awards are listed, her sustained research contributions have positioned her as a leading voice in Nordic educational studies. Advising & Grants: As PI of two major grants, Uitto oversees interdisciplinary research teams. Her work aligns with educational policy debates on teacher well-being and institutional change. Labs/Teams: Active member of the Living Relations research community, fostering collaborative inquiry into human-centered educational practices.
Pia Sjöblom is a Lecturer at Åbo Akademi University's Faculty of Education and Welfare Studies, specializing in Education. Her work focuses on Outdoor Education, Climate Change Education, and Science Education, contributing to UN Sustainable Development Goals (SDGs) related to quality education and climate action. Current Principal Investigator in EU-funded project "Food education for the future" (2024-2026) Active in Nordic educational symposia and journal editorial work since 2017 Recipient of Åbo Akademi's Teacher of the Year award in 2019 Research trends show sustained focus on climate change education, with recent work emphasizing crosscurricular approaches, socio-scientific issues, and sustainability frameworks in teacher training. She has collaborated extensively with Nordic institutions on educational innovation. Her publications span empirical studies with primary school students in Finland/Tanzania to theoretical frameworks for environmental education. Key networks include collaborations with Swedish and Norwegian institutions. Scientific Awards Årets handledare (Teacher of the Year) at Åbo Akademi University (2019) Current research explores educational responses to climate change, teacher training for outdoor education, and EU-funded food education initiatives. She maintains active roles in editorial boards and Nordic educational symposia.
Pirita Seitamaa-Hakkarainen is a Professor of Craft Studies at the University of Helsinki and Docent at Aalto University. She leads the Co-inquiry, co-design, co-teaching, and co-regulation (Co4-Lab) laboratory and contributes to the Maker@STEAM research group. Her work bridges cognitive theories of design with collaborative learning environments, emphasizing materiality and knowledge building in education. University of Helsinki: Professor of Craft Studies Aalto University: Docent Her research focuses on: Cognitive theories of design processes and expertise development Collaborative learning and social creativity in maker education Role of external representations (sketching, visualization) in design Scaffolding mechanisms in craft and technology education Materiality in digital age pedagogy Knowledge building theory applications Recent publications (2020-2025) demonstrate sustained output in collaborative design education, virtual reality learning environments, and STEAM pedagogy. Her work consistently explores intersections between cognition, collaboration, and digital/material artifacts in educational settings.
Dr. Kai Lehikoinen is a University Researcher at Uniarts Helsinki's Research Institute. With a PhD in Dance Studies (University of Surrey, 2003), his work bridges dance pedagogy, socially engaged arts, and cultural well-being research. His academic career spans leadership roles including Vice Director of ArtsEqual (2015–2021) and Director of CERADA (2015–2021). Research focuses on arts-health intersections and future-oriented pedagogy Developed arts-based futures workshop model for European higher education Pioneered dance ambassador programs in elderly care settings His recent publications include Creativity, Society, and the Role of Socially Engaged Art in Higher Arts Education (Routledge, 2025) and Socially Engaged Arts (SEA) Practices: Key Skills and Capabilities (2023). Current projects Embodying Futures and Cultural Well-being Materialization explore embodiment theory and interdisciplinary well-being frameworks. Dr. Lehikoinen contributes to policy-making through the WHO Regional Office for Europe collaboration and serves on editorial boards including Critical Studies in Dance Leadership and Frontiers in Psychology . He advocates for ethical leadership models and appreciative dialogue in arts education reform.
Senior University Lecturer Hannah Kaihovirta (Docent, PhD, M.A.) holds an academic position at the Faculty of Education of the University of Helsinki , specializing in Swedish-language teacher education with a focus on arts and crafts. She also serves as an Associate Professor at Åbo Akademi University and has held visiting research appointments at NTNU Trondheim . Education : Doctor of Philosophy in Art Education, Åbo Akademi (2009) Master of Arts in Drama Education, Åbo Akademi (2008) Master of Arts in Visual Arts, University of Art and Design Helsinki (2004) Docent in Fine Arts Education, Åbo Akademi (2003) Research interests center on arts-focused learning environments , multimodal/digital/hybrid pedagogy , and diversity in education . Her work explores: Visual methods in teacher training (VISLU project) Arts interventions in special education (EMOS#SOME project) Policy development for multilingual and socially equitable education (DIMISO framework) Materialist ontologies in contemporary art pedagogy Blended learning spaces for creative disciplines Scientific contributions include leadership of three major projects: SKAPA - Strategic visual arts education development (2024-2026) ART INTERVENTION - Arts in comprehensive school reform (2023-2025) VISLU - Visual methods in teacher education (2023-present) Scientific awards highlight her mentorship excellence, including the 2013 Handledarpris . Her supervision extends to master's and doctoral researchers across institutions like Aalto University and Åbo Akademi.
Kati Sormunen is a Lecturer at the University of Helsinki's Department of Education, specializing in inclusive pedagogy, computational thinking, and maker education. She leads the Helsinki research community of special educational needs (SEN) Leadership in Educational Contexts research group and contributes to the CreaTE - Creative Technology Education initiative. Her work bridges school, university, and industry collaborations through the Innokas Network. Doctoral Programme Supervisor, School, Education, Society, and Culture EU Code Week Ambassador since 2018 Research Focus: Sormunen develops models for invention pedagogy and investigates 21st-century learning in inclusive educational environments. Her research spans computational thinking, digitally supported learning, and methodological approaches to large-scale educational projects. Recent work explores epistemic doubt in AI education and technological competence in maker projects. Collaborations: Active in international academic networks, including the ORCID profile and the ISLS Annual Meeting (2025). Engaged in cross-institutional research with Boston College's Lynch School of Education (2024). Publications and Projects: With over 65 research outputs and 20 projects since 2011, her notable initiatives include the Academy of Finland-funded Playful Learning Center (2022–2025) and the AI & Kids project (2014–2026). She has presented at conferences like CSCL 2024 and contributes to journals such as Journal of Computer Assisted Learning and Frontiers in Education .
