Dan Hoeyer

Five for Friday. The hidden costs of digital world and purposeful ways to disconnect. Kristjan Lepik brought up a serious problem we don’t talk about seriously often enough. In the excitement of new technology opportunities we forget or purposefully turn a blind eye to the ecological costs. Kristjan shows statistics of water and energy usage for data centers and the consequences on the land and people who live there. He shows how much is hidden and not talked about.  His post was titled “Your cloud drained my river”. James O'Sullivan shares a different kind of hidden cost of LLM. He says he has become a suspicious reader. First, when reading his student’s work the good faith has been replaced with forensic disposition, the suspicion poisoning the pedagogical relationship. Second, he has started to hold back in his own writing and examining his own texts with the lens whether it might look as if AI generated. The suspicion is taking away the joy of reading and being surprised by the writers. Emily Ash Powell takes things further. She shares that when people think text is Ai written, they respond with 'ai; dr' (artificial intelligence, didn't read). She goes on wondering what happens to authentic language and thought when people use AI for writing tasks. Creativity involves vulnerability and hard work, but it’s only through practice we get better and the writing process helps to improve thinking. She encourages to  “find joy in the process and the long way around.” Kathleen Naglee looks into the digital attachment, being constantly in the digital environment, alert to every notification, tracking steps, reading and listening to music from devices. To counteract it she has started Analog Hour 1975 as her hobby: having fun without a device. Doing things as people did when she was a child - reading paper books, riding a bike, walking in nature, playing board games, having a conversation. It’s not nostalgia or destressing but purposefully choosing freedom and having fun. Kathleen’s post reminded me of Emily Male’s list of days designed for rest, creativity and connection. The titles of days already bring a smile to my face, for example  “Slow and Gentle Day”, “Someday Projects Day”, “Reconnect with Loved Ones Day” and “Chill Day”. The important thing is to schedule these into the calendar to remember self-care and enjoy the simple pleasures in life. Even with understanding for the need to disconnect it's sometimes hard. May you have the energy to take action to disconnect and live an analogue life. For your own health and for the health of the planet. And just to have fun. My example. A cup of tea and a bit of journaling:

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💡 Leaders, here’s the uncomfortable truth: You can buy the latest in AI, robotics, Taghive, Finnish education models — and every trending, high-tech solution in the market.But you can’t buy a motivated, future-ready team. 📌 Ask yourself: #Is my team updated with these innovations? #Are they ready to challenge themselves and rise to the next level? #Do they see how this “newness” benefits them as much as the organisation? #Because often, the gap is not in resources — it’s in mindset and execution: ✓You have an SDG Club but practice none of the goals except during special assemblies with speeches and skits. ✓You want students to be prolific speakers, yet avoid using global, free platforms like TED that have international standards. ✓You run a foundation course for competitive exams, but with no structured curriculum aligned to the national framework, no checkpoints, no clear learning outcomes. ✓You hold a license for an international curriculum, but never focus on sharing its essentials with the community to actually meet the desired standards of application. ✓You seek affiliation for a national curriculum only for the license, but fail to utilise its free platforms for students, staff, and the organisation to maintain NEO standards. And here’s where leaders need to pause: Do I have a team that can review, audit, and provide honest feedback — a team capable of leading the show and giving stakeholders the confidence that we are truly future-ready? Without such a team, even the most advanced investments risk becoming window dressing. The investment in technology or programs will gather dust if your people aren’t inspired, equipped, and empowered to use them.Because transformation is not driven by tools — it’s driven by people who believe in the change and know how to apply it. ✅ Technology can be bought. Transformation must be built.Your vision for growth is only as strong as your team’s willingness to grow with you. #Leadership #ChangeManagement #DigitalTransformation #AI #EdTech #FutureOfWork #TeamMotivation #OrganisationalGrowth #Innovation #EducationReform

🌱 Strengthening Finland’s Vocational Education and Training for a Greener Future 🇫🇮 The latest OECD report highlights how Finland’s vocational education and training (VET) system is uniquely positioned to support the green transition. With its modular, flexible structure and strong ties to the labour market, Finnish VET offers both initial training and lifelong learning opportunities that can drive sustainable innovation. Key takeaways: 🔹 VET must evolve to reflect emerging green skill needs -> Microcredentials and local tailored partial qualifications -> Active workinglife collaboration -> Collaborative path studies from VET to Higher Education 🔹 Specialist Vocational Qualifications (SVQ) are important in supplying advanced technical skills for green jobs 🔹 VET teachers need support to deliver green content effectively 🔹 Career guidance should focus on green job pathways Finland’s VET system already provides a solid foundation—but with targeted development activities, it can become a powerful catalyst for a sustainable and inclusive transition. 📘 Read the full OECD report: https://lnkd.in/dqxhxgWP In the beginning of June Opetus- ja kulttuuriministeriö/Undervisnings- och kulturministeriet/Ministry of Education & Culture and Opetushallitus | Utbildningsstyrelsen | Finnish National Agency for Education arranged a publishing event of the OECD report. In the event I had a privilige to participate in interesting discussions of topic as a panelist with Crister Nyberg, Pia Björkbacka and Mikko Vieltojärvi. https://lnkd.in/dj6HNpr5 #VocationalEducation #OECD #AmmatillinenKoulutus #GreenTransition #GreenJobs #Finland

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🚀 WINDEE partner spotlight: educraftor - empowering all learners to grow It's great to have Educraftor with WINDEE. They are Finland's top agency for innovation and education development - transforming learning ecosystems around the world. Based in Helsinki, Educraftor brings great skills to the WINDEE project in: 🔸 design thinking 🔸 team learning 🔸 innovative coaching processes What sets them apart? Their unique "craftogogy" approach. They drive education innovation through Eduhacks and Edujams. They have a solid history of collaborations. This includes Finland's Ministry of Education and Culture, Estonia's Ministry of Education and Research, and UNESCO. As facilitators for the European Commission's Digital Education Accelerator, Educraftor shows the innovative spirit that WINDEE needs. They help us develop meaningful digital well-being solutions. Their focus on building dynamic learning ecosystems aligns well with our goal to embed digital well-being into education across Europe. 🔗 Learn more: windee.eu 🌐 Visit: educraftor.com #Educraftor #Finland #EducationInnovation #WINDEE #DesignThinking #LearningEcosystems #DigitalEducation educraftor Tallinn University Universitat Oberta de Catalunya EDEN Digital Learning Europe European Schoolnet Vytauto Didžiojo universitetas Nacionalinė švietimo agentūra Lithuanian Association of Distance and e-Learning (LieDM Association) Stifterverband Knowledge Innovation Centre @Lietuvos kurciuju ir neprigirdinciuju ugdymo centras

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​Is it time we redefined "Core Curriculum"? 📚 ​We often focus on STEM and academic excellence, but Denmark has been teaching a different kind of "core" subject since the 1990s: Empathy. ​Through Klassens tid (“Class Time”), students aged 6–16 have a dedicated weekly hour to sit together, talk through problems, and practice conflict resolution. It isn’t an extracurricular; it is a fundamental part of their growth. ​By dedicating time to simply listen to one another, these students are: ​Reducing bullying through collective understanding. ​Building resilience by sharing struggles in a safe space. ​Mastering collaboration—learning that the group’s wellbeing is as vital as their own. ​In an AI-driven world, these uniquely human skills—empathy, kindness, and cooperation—will be our greatest competitive advantage. ​The big question for my network: We spend thousands on "leadership training" for adults to fix culture and communication. Could we solve many of our corporate hurdles by simply teaching these skills to 6-year-olds? ​I’d love to hear from my HR and L&D colleagues! ​👇 Let’s discuss in the comments. ​#EducationReform #FutureOfWork #LeadershipDevelopment #SoftSkills #Denmark #EmpathyInAction

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🎓 Transforming Education Management with Technology We're excited to share what we've been building at eduKtion! 🚀 At eduKtion, we're on a mission to empower educational institutions with intelligent, cloud-based solutions that simplify school management and enhance the learning experience. What We Do: ✅ Complete School Management System (SMS) ✅ AI-Powered Attendance & Face Recognition ✅ Exam, Fee & Academic Management ✅ Real-time Analytics & Reporting ✅ Seamless Parent-Teacher Communication Our Impact: 🌍 Serving schools across multiple countries 📊 Managing thousands of students efficiently ⚡ Reducing administrative workload by 60% 🔒 Ensuring data security with offline-first architecture Why eduKtion? We believe every school deserves access to modern technology that makes administration effortless and learning more effective. Our multi-tenant SaaS platform gives each school their own branded portal with custom themes and complete control. Built for: Small academies to large school networks Traditional schools going digital International institutions seeking scalability Ready to transform your school's operations? 👉 Visit us at eduktion.org #EdTech #EducationTechnology #SchoolManagement #SaaS #Innovation #DigitalTransformation #eduKtion

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A new study from Chalmers University explores six possible “near future” scenarios for AI in higher education - not to predict the future, but to help us think about it. What stands out isn’t the technology itself - it’s the tension. Educators are caught between innovation and overload, freedom and responsibility, experimentation and regulation. One quote captures it perfectly: “If universities manage this transition well, AI could become a driver of renewal. But without coordination and support, the development risks leading to confusion, conflict, and paralysis.” What this research reminds us is that AI’s arrival isn’t just a technical shift - it’s a cultural one. It’s about redefining what it means to learn, teach, and think critically when machines can do much of the “work.” https://lnkd.in/diDxHw6e

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In this episode, students from AISS sit down to talk about their interdisciplinary project, a journey that has taken them deep into the world of inclusive education and intelligent learning systems. Here is what they have been working on: Research Grounded in Pedagogy The team has been working closely with Tampere University to build a strong academic foundation for their project. Every design decision they make is informed by educational research, not guesswork. Meet Õppi The students have made significant progress on Õppi, an intelligent tutor system built on the principles of Universal Design for Learning (UDL). The idea behind it is straightforward. They want to create a learning experience that genuinely works for every student, no matter how they learn best. This is what student led work looks like when it is driven by real purpose and grounded in research. 🎧 Tune in and hear it straight from the students themselves. Project Team: Nina Petrushkova Rawan Al-Ahdal Cristal Rivera Picado Hend Khatab Production Team: Amir Hayat, Ligia Anjos, Elmeri Sunikka Director of Photography: Amir Hayat Editor: Amir Hayat Tallinn University Tampere University Universidade Lusófona - Centro Universitário Porto TLÜ digitehnoloogiate instituut / School of Digital Technologies Biotoopia I Estonian Anthropocene Center Citizen OS Foundation Lääne-Harju Municipality Inspirators!

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The Finnish education system is globally renowned for its high quality, equity and lifelong learning. So, why not benefit from the Finnish model to improve the quality of teaching, students' skills, and results in the OECD’s PISA assessments? Our dedicated partner, Eduten, continues its mission to empower teachers and principals and make mathematics more engaging for students worldwide. As part of STEM education, Eduten simplifies learning through AI-powered, gamified tasks and contributes to the Sustainable Development Goals (SDGs). No more endless practice sheets! Looking forward to the next steps! Learn more: https://eduten.com/ #DigitalMathPlatform, #FinishPedagogy, #MathSkills, #EdTech, #EdutenPartner, #EdutenInAlbania

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🚀 New Publication Alert! I’m proud to share that our new article — “Role Transitions and Contextualization: The Path of a University of Applied Sciences Towards Entrepreneurship” — has just been published in Entrepreneurship Education & Pedagogy. Co-authored with Claus Thrane (Aarhus University), the article explores VIA University College’s 12-year journey (2008–2020) toward becoming an entrepreneurial university — a transition marked by evolving strategies, professional role shifts, and deep organizational learning. We identify three phases in VIA’s transformation: 🔁 Replication (2008–2010): External pressure & inspiration from others — entrepreneurship as a niche add-on. 🎯 Determination (2011–2016): Contextualizing entrepreneurship for each profession — broader focus incl. social and enterprising behavior. 🔍 Exploration (2016–2020): Entrepreneurship embedded in VIA’s DNA — decentral, innovative, and profession-integrated. The study shows how institutions like VIA must shape their own unique model of entrepreneurship — one that fits their mission, identity, and people. Grateful to contribute to this growing field — and always happy to discuss the work! 🔗 https://lnkd.in/dg9vX_aR #EntrepreneurshipEducation #HigherEducation #AppliedSciences #Pedagogy #EntrepreneurialUniversity #VIAUniversity #Research

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Welcome to my workshop or my stand next week at The Nordic Educational Research Association (NERA) Nordic conference for educational research March 4.-6., at VIA University College in Aarhus, Denmark, with the theme: Courage and Agency in Education for the Present. Description: In the UN Sustainable Development Goals, the subtask 4.6 wants to ensure that by 2030 all youth are numerate. However, different definitions of numerate exist. The English Oxford Dictionary defines it as being “competent in the basic principles of mathematics, esp. arithmetic”. In contrast, the American Merriam-Webster dictionary defines it as “having the ability to understand and work with numbers.” The English definition uses the passive term ‘competent’ where the American uses the active term ‘work’. The word ‘competent’ is a predicate, a non-action word, I cannot ‘competent’ something, I can only be judged as competent by someone who is competent. In contrast, ‘work’ is an action word, a verb, since with my body and mind I can work on something. Also, there is a difference between the words ‘mathematics’ and ‘numbers.’ Again, mathematics is a non-action word, I cannot ‘mathematics’ or even ‘math’ a thing. In contrast, ‘number’ is both a verb and a noun since I can number different degrees of Many to produce a number for later calculations. To understand these differences, we consult the three grand theories, philosophy and sociology and psychology. Philosophy may be able to illuminate the different nature of predicates and verbs. Sociology may be able to illuminate the different inter-human power effects coming from using predicates instead of verbs. And psychology may be able to illuminate the different learning results coming from listening to predicates or practicing verbs. In this way the three grand theories may help to enlighten and discuss the core of education formulated as ‘teach learners something’ Within philosophy, Existentialism holds that ‘existence precedes essence’ so that in a judging is-sentence, an existing subject is being colonized by its predicates. Within psychology, Piaget sees learning as adapting to outside existence, whereas a Vygotsky sees learning as adapting to inside institutionalized socially constructed essence. Within sociology, a Bauman viewpoint suggests that, by institutionalizing math as the means to reach the end goal, mastery of Many, ‘essence-math’ has created a ‘goal displacement’ making the means a goal instead thus installing an ‘essence-regime’ preventing students to become numerate. Essence-math sees Many as an example of 1D linear cardinality always able to absorb one more by being built on the assumption that ‘1+1 = 2’. In contrast, children see Many as a union of 2D stacks coming from numbering singles, bundles, and bundles of bundles, e.g., T = 345 = 3*BB + 4*B + 5*1. More about 'existence math' in the comment ... #math #numeracy

Can early English learning be both structured and child-led? At Kipinä Kids Timișoara, the answer is yes. They have been working with Moomin Language School for years, and I’m truly honored to share their experience. It offers a thoughtful glimpse into what happens when Moomin Language School becomes part of a kindergarten day: ✨ Children are motivated—because learning feels meaningful ✨ Independence grows through freedom of choice ✨ Teachers gain a supportive tool, not an extra burden ✨ Digital learning stays balanced with real interaction What also stands out in their feedback is the role of agency. Children are not just following instruction. They are making choices, engaging at their own pace, and building confidence along the way. English becomes part of the journey. Not a separate subject, but something naturally woven into play, exploration, and daily routines. For educators, this shifts the dynamic: Technology quietly supports what great teaching already looks like. And for parents, there is something reassuring here: Language learning can be playful, modern, and mindful at the same time. This is the direction early education should be heading—grounded in how children actually learn, not just how we think they should. It is so beautiful to see this in action. Thank you, Kipinä Kids Timișoara and Delia Ionele, for sharing 💖🌍

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When Gränbyskolan, Uppsala kommun noticed a decline in students' reading motivation, we decided to take action. In the interview below, my colleague Matilda Skärbacke and I share "Läs för livet" and how a long-term reading initiative, a new school library and Polylino have helped strengthen students' reading engagement. We are so happy to work with you, ILT Education! 🙏✨️ Read more 👇

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What worries you about screens & educational technology? BOLD explores EdTech for children with Natalia Kucirkova, Professor of Early Childhood Education and Development at the University of Stavanger. #edtech

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🧠 Science of Learning in Practice: Reflections from #researchEDScandinavia2026. What a day! My colleagues and I are leaving #Haninge energized and with a reinforced conviction: Binogi Sverige is still on the right path helping all students succeed in school and empowering teachers in Sweden. These days in several places of the world too as Binogi International. Since 2011, we have designed all our educational materials based on the #ScienceofLearning (SoL) and #cognitive research. Today’s sessions confirmed that the future of education lies in bridging the gap between scientific evidence and classroom design. It’s (still;)) about understanding how humans learn best so that teachers can design their instruction effectively, and we can support them in that vital work. It was a privilege to dive deep into topics ranging from #cognitive #load and #AI to #collective #teacher #efficacy alongside leading experts. Today’s Highlights: Roundtable Discussions: A huge thank you to Kennet Fröjd for elegantly moderating insightful conversations with Agneta Gulz, Linda Fälth, Erik Winerö, Jonas Linderoth. Seeing these perspectives meet around AI, literacy, and the science of learning is incredibly valuable for our ongoing development. Deep Dives: Inspiring sessions by Marcus Lithander (study strategies) , Nidhi Sachdeva, PhD (cognitive load and the transient information effect) , Jenni Donohoo (collective teacher efficacy) , and Erik Winerö (AI in schools). Their insights align perfectly with our own principles for cognitive design. The Hosting: Warm thanks to Eva Hartell PhD and Mattias Boström from Haninge for a wonderful welcome and a professional closing that left us with an exciting teaser for the next researchED! We leave Haninge strengthened in our belief that evidence-informed instructional design is the key to empowering teachers and maximizing student learning. Thank you Camilla Andersson 🤩 and Micaela Leü 🤩 for an inspiring day together! See you at the next one! 🚀 #rEDScandinavia2026 #ScienceOfLearning #Binogi #Education #EvidenceInformed #SchoolDevelopment #HaningeMunicipality #EdTech

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Why does Finland keep ranking among the best places to live and work? Finland often tops the charts: 🏆 World Happiness Report 🏆 Best Education Systems 🏆 Most Livable Countries 🏆 Top Places to Work But what's behind this success? A major reason: Finland’s unique school system. Here’s what sets Finland’s education system apart: 📚 No standardized tests → Less stress, more creativity 🎓 Highly trained teachers → Respected, well-paid, and trusted ⚖️ Equal access for all → Free education, meals, materials, university tuition ⏱️ Minimal homework & more play → Real work-life balance starts young 👨‍👩‍👧 Student-centered learning → Emphasis on collaboration, not competition 🧠 Mental health is integrated → Early intervention + holistic support 💡 Teacher autonomy → Trust over micromanagement 🔄 Lifelong learning culture → Education doesn’t stop at 18 These aren't just "education reforms." They're nation-building strategies. 👉 They result in happier kids. 👉 They foster trust and equity. 👉 They create resilient, creative, and skilled adults. What if more countries treated education this way? Well, we would probably be a lot happier. In a world of non stop tests, exams, extracurricular school stress, be like Finland.

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Performance-based funding has become the dominant steering logic in many higher education systems. In Finland, roughly three quarters of university core funding and an even larger share in universities of applied sciences is allocated through performance-based indicators. And for good reasons. It increases transparency, improves comparability, and rewards measurable results instead of negotiated privilege. But every funding model has both strengths and blind spots. Performance-based systems work best in relatively stable environments. When institutions operate within established structures and predictable missions, output-oriented funding can improve efficiency and focus. The challenge becomes visible especially in periods of structural change. And structural change is not a theoretical discussion. In Finland, as in many countries, demographic decline, public finance constraints, productivity pressures, regional sustainability concerns and ambitious R&D targets are all pointing toward increasing adjustment pressures in higher education. Whether those adjustments take the form of structural reform, deeper collaboration, new institutional roles or capacity reallocation is a political question. But the pressure itself is real. Major reforms — mergers, mission redesign, cross-sector integration, new delivery models — rarely produce immediate measurable gains. In fact, they often generate a temporary dip in performance. That dip is not failure. It is investment. When funding is strongly tied to short-term measurable outputs, structural renewal becomes financially risky. Institutions behave rationally. Stability becomes safer than transformation. This creates a systemic paradox. National visions may call for renewal, competitiveness and stronger societal impact. But funding models may reward continuity, volume and historical performance. Quality adds another important dimension. Quantity is easy to measure. Quality is harder. Societal impact is harder still. Yet it is precisely quality and long-term impact that determine whether higher education strengthens future capability. Performance-based funding measures what has already happened. But renewal requires investing in what does not yet show in the indicators. If structural reform is expected, funding design must recognise transition phases. And even if structures remain formally unchanged, funding must still be capable of encouraging adaptation, collaboration and long-term capability building. Otherwise, renewal remains rhetorical. If we want societal impact to grow beyond speeches, we must make renewal rational. Systems do not resist change. They resist unfunded change. #HigherEducation #FundingModels #SystemDesign #SocietalImpact #UniversityLeadership

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Has higher education become too academic? That was the question at the heart of last week's dinner conversation hosted by Karl-Adam Bonniers Stiftelse, in partnership with Entreprenörskapsforum, bringing together decision-makers from academia, business, and the public sector to discuss the role of practice-based knowledge in higher education. In this article, we share the key insights from the evening. https://lnkd.in/d-iz_RPP

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