Our research programme explores the multiple intersections between learning, design, and digitalisation across formal and informal settings, spanning all educational levels and learning contexts.

We aim to ensure high relevance both to ongoing research and to pressing practical questions in education. Our work contributes to strengthening the knowledge, literacies, skills, and competences needed for living, learning, and working in technologically advanced and digitally saturated societies.

We seek to shape socio-technical transformations through collaboration with learners, practitioners, and other stakeholder groups, as well as with national and international research partners.

We provide:

• nuanced understandings, conceptual models, and theoretical contributions
• principles, guidelines, educational design proposals, and material interventions
• critical perspectives and constructive provocations. 

Our overall ambition is for the research group to act as a valued contributor to the design and use of technology in addressing major societal challenges, including:

• developing nuanced understandings of the potential of online and blended formats for sustainable learning
• studying knowledge mobilisation and diffusion in informal networks
• advancing educational data science and visualisation to support self-regulated and multimodal learning
• engaging in interdisciplinary collaboration on ecological, social, and economic sustainability in technology development and use.
  
  Reflective technology development and use, for example:
• researching and developing didactics for teaching informatics and digital literacy in context
• mapping, modelling, and conceptualising digitalisation and digital competences to nuance public and academic debates
• conducting interdisciplinary research on critical and reflective approaches to technology development and use.
  
  Inclusiveness, for example:
• developing educational formats that are genuinely accessible to all
• Designing for collaboration and social interaction between people, disciplines, organisations and locations that do not normally interact, using co-design approaches
• advancing human-centred design of technology.

We envision the group as an organically evolving research community, where a shared identity both shapes and is shaped by our individual research profiles. This identity is characterised by curiosity-driven inquiry, openness to a plurality of disciplinary approaches, and a strong commitment to mutual inspiration. The group fosters a sense of belonging by providing a safe and supportive space for developing and refining ideas and work-in-progress—both individually and collectively. 

By openly sharing preliminary ideas, ongoing work, and experiences of both failure and success (and how to navigate them), our meetings help open the “black box” of research practice for junior and senior scholars alike. This enables us to articulate and critically examine implicit understandings of scientific processes and expectations.