The pedagogical principle of this research was making the invisible observable by Augmented Reality [AR]. Small-scale exhibits are bridging the gap between formal education and informal learning. The data (292 teachers) was analysed research tool New Educational Models or Paradigms (NEMP) with 27 items. Three dimensions: a) The “identity” of ICT/AR -education, b) Changes in the learning environment, and c) the Innovative approach applied in the process. The main outcomes were 1. From a teacher-controlled learning towards a pupil-orientated learning; 2. Connecting of ICT-AR with and between learning environments; and 3. Changes in roles and responsibilities of students and teachers

This study examines the perspectives of university faculty and staff regarding the influence of artificial intelligence on the higher education teaching and learning landscape following the global launch of free-to-use OpenAI ChatGPT in the autumn of 2022. The participants were 79 university faculty and staff from diverse academic fields across all campuses of a multidisciplinary university in Finland. The data were collected in two phases in May–June 2023 and in March 2024, with focus group interviews and Learning Café discussions. The results showed that AI has a broad impact on teaching and studying in higher education. Six main categories were identified: (1) the impact of AI on students’ learning processes, (2) the impact of AI on teaching, (3) the knowledge required of future employees and the impact of AI on them, (4) ethical and economic issues, (5) the development of AI or its use in the future, and (6) the nature of the change brought about by artificial intelligence. AI is already making inroads into higher education, and participants underscored its dual impact on teaching and learning, highlighting both opportunities and challenges. While teachers recognized AI’s potential to enhance teaching and assessment methods, they also acknowledged the need to adapt their courses accordingly. They expressed concerns about understanding AI’s impact on students’ learning processes and their own contributions to learning assignments. The participants emphasized the necessity of providing support and training for teachers to ensure AI is meaningfully and effectively integrated into teaching and learning practices and landscapes.

The study examines the benefits of digital tools in teaching and learning as experienced by university teachers in two different time periods: 1) during the controlled digital leap before the Covid-19 pandemic (2017–2019) and 2) during the emergency imposition of remote teaching in response to the lockdown aimed at containing the Covid-19 pandemic (2020). Teachers in different academic fields at a large multidisciplinary Finnish university (N1 = 303 and N2 = 265) responded to two open-ended questions as part of a broader questionnaire. The research identified four kinds of benefits related to digital teaching: (1) practical and administrative and (2) independence of time and place, implying practical and technical benefits; as well as (3) enhancing learning and (4) developing teaching, which are primarily pedagogical benefits, related to teaching and learning. Voluntary and forced digital leaps provided different kinds of consequences in teaching and learning. Digital tools generally provided practical and technological benefits for teaching and learning during the controlled digital leap, but they also had positive pedagogical effects. The forced digital leap, in turn, demonstrated the value of time-and-place-independent online teaching and learning. It also exposed differences among academic fields in how teachers experienced the benefits of using digital tools. Support of and training for university teachers should take into account the different needs of faculties and disciplines, and promote dialogue between pedagogical and technological interests.

Schools have been islands isolated from mobile technologies for a long time. In Finland, schools are investing in mobile technologies with the aim of providing a tablet for each student. This trend enables classes to adopt practices where students not only use ready-made learning materials but generate content as well. This paper aims to investigate student-generated digital stories as learning artefacts through a case example from two chemistry classes in a primary school. After introducing a method of creating digital stories from a structured inquiry, the paper presents an in-depth analysis of a specific type of story, its construction and conceptual learning outcomes related to the story's topic (i.e., chemical reaction). The results indicate that storytelling based on a structured inquiry is suited for novice science learners. In the future, teaching visual communication skills and story scripting to students should be emphasised to make the stories more sophisticated.