1. Learning and Guidance
Learning and guidance constitute a multilayered field of phenomena. This field can be explored using different concepts and theories at the individual, communal and societal levels as well as by focusing on the interaction of these levels. The analysis is based on the diversity of learners and learning processes, which also results in the complex nature of the guidance of learning. To understand these phenomena, the philosophical and ethical starting points of learning and guidance are important, which include the conceptions of human beings, knowledge and learning. They provide a foundation for the theoretically justified pedagogical solutions of the facilitator of learning. Continuous assessment to guide learning and competence, as well as inclusion in education, training and work, exemplify how the conceptions of human beings, knowledge and learning affect pedagogical solutions.
Learning is a lifelong, interactive process that extends to all domains of life, including the home, hobbies, early childhood education, training, and working life. Learning takes place both face to face and in digital environments. Learning is always context dependent and therefore requires an understanding of the operating environment and situational factors. It is important to identify and take into account learners’ individuality and cultural diversity in learning and guidance, for example, in building accessible learning environments that promote wellbeing and inclusion.
The phenomenon of learning and guidance is connected to the psychology of education, the philosophy of education and didactics. It can be analyzed through a range of the key concepts of educational sciences, including pedagogy, learning, guided learning, learning environments, inclusive education, schooling, and instruction.
