FinEdu project started in 2003 and the original aim was to study students’ educational transitions and choices along with factors that associates them. Longitudinal data have been collected several times in two age cohorts (N=1200) during 21st century. Participants were 15-17 years old when the study started and now they are over 30 years old. The study have follow participants from adolescence to adulthood and during the years we've investigated transitions to working life and further higher education focusing on subjective wellbeing, engagement and burnout, motivation and goals, identity and values.

For more information visit FinEdu website.

Aim of the project is to study students learning and motivation using Project Based Learning in science education. Momentary experiences measured via smart phone (experience sampling method) about students’ emotions and wellbeing in high school science class. The project is conducted in collaboration with Michigan State University. For more information visit Pire's website.

In relation to PIRE, a Science technology longitudinal study examines the development of students’ science motivation in elementary school, grades 1 to 6, emphasizing students’ motivation, use of science technologies, and interventions. Longitudinal data have been collected from first to fifth grade students in Helsinki area.

In Bridging the Gaps –project focus on adolescents’ use of technology in and outside of school, learning, motivation, and wellbeing. Longitudinal study including intensive data collected with experience sampling method and physiological measures. In addition, we collected data from teachers (N=150) about their motivation, engagement and burnout. Bridging the Gaps in close relation to Growing Mind –project. To find more info about Bridging the Gaps, visit Bridging the Gaps' website or for more information about Growing Mind visit website of Growing Mind.

The main aim of this project is to examine how young people act in social media environments both as influencers and targets of influence, focusing on both the good and bad effects –bright and dark sides- of their agency. We will study how the agency in social media is related to adolescents’ (aged 13—19) identities, world-views, emotions, well-being, as well as to feelings of safety and security at personal and national level. To read more about Agents visit Agents' website and project's information page in Unviersity of Jyväskylä's website.

The Youth Skills–project (ySKILLS) is an international and interdisciplinary project that examines risks and opportunities related to children’s and adolescents’ ICT uses and their digital skills to understand how to purposefully use ICTs towards greater cognitive, physical, psychological and social wellbeing. ySkills tries to enhance and maximise long-term positive impact of the ICT environment on multiple aspects of wellbeing for all children by stimulating resilience through the enhancement of digital skills. To find more info visit ySkills website.

The aim of this project is to help Finnish companies utilize the latest AI research and know-how in order to keep companies and Finland at the forefront of AI knowledge and innovation in developing education and services. In addition, ethical issues related to artificial intelligence need to be addressed. The AI in Learning project develops artificial intelligence applications to increase the expertise of Finnish companies operating in different industries and creates new AI-based operating models for corporate product and service development.

More information from the blog of University of Helsinki and Flamma.

Principal barometer is the first research project that aim to study Finnish principals’ motivation, health and well-being at great length. This longitudinal study focus on recovery, job crafting, servant leadership, engagement and burnout, including physiological measures (i.e. stress and recovery). The project is conducted in collaboration with Australian Catholic University’s Institute for Positive Psychology and Education. Read more about their project from website of Australian Catholic University.

The aim of the research is to find out what consequences climate change and the coronavirus situation have on the development of young people. Positive impacts could be e.g. empowerment and social cohesion, while negative impacts could be e.g. stress and anxiety. The study takes into account, among other things, the effects of friends, digital networks, parents, teachers and communities. The research may provide society with means to facilitate the needs of young people and to assess what kinds of support services young people will need in the future.

Learning of the competencies of effective climate change mitigation and adaptation in the education system (ClimComp) is a research project funded by the Academy of Science Finland 2021-2024. Aim of the project is to study what are the competencies needed in the society to efficiently mitigate and adapt to climate change and how these competencies are learned and taught throughout the education system. Climate expertise is urgently needed in all sectors of the society. The project proposes that in active collaboration with the state-of-art research, education system as well as society, optimal learning moments are created and climate competencies are learned. In collaboration with atmospheric scientists, climate modellers, educational scientists and psychologists, project studies optimal learning moments in project-based learning, research-practice partnership as well as online learning environments among youth. As a result, researchers propose systemic changes to the education system to better teach and learn the climate competencies and develop new tools for youth to learn climate change competencies.

More information from the blog of University of Helsinki.

COORDINATE is not a traditional research project. Funded by the European Commission under the ‘Integrating Activities for Starting Communities’ call, the aim of the COORDINATE project is to initiate the community of researchers and organizations that will drive forwards the coordinated development of comparative birth cohort panel survey research in Europe.  The infrastructural community initiated by COORDINATE will benefit from enhanced access to current infrastructural data platforms, and will promote the harmonization of and improve access to international cohort panel survey data in the study of children and young people as they grow up. The programme of work that COORDINATE will complete will continue the research initiated in Measuring Youth Well Being (MyWEB, FP7 613368) and the European Cohort Development Project (ECDP, H2020 777449) to prepare the next phases of Europe’s first cross-national accelerated birth cohort survey: EuroCohort - Growing Up in Digital Europe (GUIDE), hereafter referred to as GUIDE/EuroCohort.

Read more about the project from EuroCohort's website.

The European Training Network (ETN) G-VERSITY – Achieving Gender Diversity is an interdisciplinary and intersectoral doctoral training network for early stage researchers. G-VERSITY aims at fostering new kinds of expertise and jobs needed in Europe to help employers overcome the underrepresentation of women, men, and sexual and gender minority Groups (SGMs). The network constitutes a prototype for innovative doctoral training on gender diversity research. G-VERSITY joins 8 leading European research groups from psychology, education, management, business administration, media and communication studies with 7 non-academic partners, including an organization running the leading certification for workplace gender equality, a city administration, a public broadcasting service, a media training centre, and 3 non-profit organisations. Read more form G-Versity's website.

Young people are among the groups most affected by ongoing changes in the world of work. These changes require youth to creatively adapt to new types or work and careers while dealing with growing uncertainty about their future lives and careers. The ability to be an active agent in one’s life is critical when making decisions and addressing work-related transitions and events. With the knowledge our project will generate, we will be able to better understand how and why some youth during the early years of their working life progress towards the development of lifelong sustainable careers and others don’t.

Funder: Työsuojelurahasto – Postdoctoral fellowship (#190022)