Project Portfolio
3. Work and Learning
bout Work and Learning
My work focuses on transforming learning in the workplace in response to evolving work-life trends, including hybrid and remote work, AI-supported tasks, and increasing demands for continuous upskilling. I co-create learning methodologies that support adaptability, human well-being, motivation, and meaningful engagement in rapidly changing professional environments. I actively contribute to EU-funded collaborations that promote lifelong learning, digital and AI-related skills, and workforce resilience. Through this work, I explore how technological advances, automation, and globalisation are reshaping work practices and skill requirements, collaborating with institutions and experts across Europe to understand emerging competence needs for the future labour market. Together with partners, I develop workplace learning methodologies that integrate formal training with informal and experiential learning, embedding learning directly into everyday work. These approaches support AI-augmented work practices, knowledge sharing, and continuous competence development aligned with both organisational goals and individual well-being. Artificial Intelligence as an Enabler of Sustainable Work: Supporting Educator Well-Being and Professional Growth at WorkPeriod: 2025–2026
Organisations: Turku University of Applied Sciences (Coordinator), Häme University of Applied Sciences (HAMK) and the University of Turku Funder: Finnish Work Environment Fund (Työsuojelurahasto) Summary of activities: The project generates evidence-based recommendations on how artificial intelligence can responsibly enhance educators’ pedagogical expertise, professional development, and well-being at work through tools such as AI-enabled reflection, personalized feedback, and support for both individual and collaborative teaching. Drawing on qualitative and quantitative data from higher education educators and pre-service vocational teachers in Finland, the study examines the competencies, supports, and ethical considerations required for effective AI integration, while addressing workload pressures in educational work. Role: Research Team Member Project Web Site: https://www.hamk.fi/en/projects/artificial-intelligence-to-make-work-easier 
Photo: Pexels Kampus Production CC 0
StiLLLearning -
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Period: 2020-2022
Organisations: Häme University of Applied Sciences (Coordinator), Cometa Formazione (Italy), Bildungswerk der Niedersächsischen Wirtschaft gemeinn GmbH (Germany) and Swiss Federal Institute for Vocational Education and Training SFIVET (Switzerland). Network of large and SME companies from Finland, Germany, Switzerland and Italy from manufacturing industry, renewing energy and green technology, clothing, textile and design, and tourism.
Funder: European Union's Erasmus Plus -programme.
Summary of activities: The goal of the project is to research continuous learning and key competences in industries that are strongly experiencing digital disruption (and now also Covid-19) in Europe. In further, the goal is to co-create new training solutions for learning at work (WBL) together with partner companies including digital cMOOC for competence developers.
Role: Project Manager
Amenduni, F., Ryymin, E., Maetoloa, K. & Cattaneo, A. (2022). Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies. Frontiers in Psychology, 13:889850. DOI: https://doi.org/10.3389/fpsyg.2022.889850
StiLLLearning-project (October, 2021). Learning at Work in Disruptive Industries - A Training Needs Analysis. Available at: https://www.hamk.fi/wp-content/uploads/2021/06/Final-Report-IO1-1.pdf
Cattaneo, A., Nardi, P., Ryymin, E., Rintala, H. & Maetoloa, K. (2021, September 1). Digital skills and training practices in disruptive industries: a European perspective. EDEN NAP (European Distance and E-learning Network) -webinar.
StiLLLearning Project Website and Outcomes (2020-2022)
StiLLLearning in Disruptive Industries of Europe (Blog post 7.1. 2021)
HAMK tutkii uutta osaamista ja kehittää innovatiivisia ratkaisuja jatkuvaan oppimiseen murrosaloilla (2.12.2020)
Organisations: Häme University of Applied Sciences (Coordinator), Cometa Formazione (Italy), Bildungswerk der Niedersächsischen Wirtschaft gemeinn GmbH (Germany) and Swiss Federal Institute for Vocational Education and Training SFIVET (Switzerland). Network of large and SME companies from Finland, Germany, Switzerland and Italy from manufacturing industry, renewing energy and green technology, clothing, textile and design, and tourism.
Funder: European Union's Erasmus Plus -programme.
Summary of activities: The goal of the project is to research continuous learning and key competences in industries that are strongly experiencing digital disruption (and now also Covid-19) in Europe. In further, the goal is to co-create new training solutions for learning at work (WBL) together with partner companies including digital cMOOC for competence developers.
Role: Project Manager
Amenduni, F., Ryymin, E., Maetoloa, K. & Cattaneo, A. (2022). Facing Disruptive Changes With Informal Workplace Learning Strategies: The Experience of European Companies. Frontiers in Psychology, 13:889850. DOI: https://doi.org/10.3389/fpsyg.2022.889850
StiLLLearning-project (October, 2021). Learning at Work in Disruptive Industries - A Training Needs Analysis. Available at: https://www.hamk.fi/wp-content/uploads/2021/06/Final-Report-IO1-1.pdf
Cattaneo, A., Nardi, P., Ryymin, E., Rintala, H. & Maetoloa, K. (2021, September 1). Digital skills and training practices in disruptive industries: a European perspective. EDEN NAP (European Distance and E-learning Network) -webinar.
StiLLLearning Project Website and Outcomes (2020-2022)
StiLLLearning in Disruptive Industries of Europe (Blog post 7.1. 2021)
HAMK tutkii uutta osaamista ja kehittää innovatiivisia ratkaisuja jatkuvaan oppimiseen murrosaloilla (2.12.2020)
Picture: Pixabay CC 0
CoOL@Work -
Continuous Opportunities for Learning at Work
Period: 2020-2022
Organisations: Häme University of Applied Sciences (Coordinator), Tampere University, The University of Turku, three large companies from transportation, manufacturing industry and social welfare from Finland.
Funder: The Finnish Work Environment Fund (Työsuojelurahasto)
Summary of activities: The project creates more knowledge and understanding of employees’ learning experiences and opportunities. The project adopts versatile data collection methods to obtain multifaceted information on learning, including a survey, interviews and a physiological measurement of electrodermal activity (EDA) and activation levels with a Moodmetric smart ring. The collected data is used to develop learning opportunities at the participating organisations.
Role: Researcher
Rintala, H., Postareff, L. & Ryymin, E. (2023).
Sitoudun, siis opin - Miten edistää
jatkuvaa oppimista työssä? Työelämän tutkimus, 21, 1, 33-57. doi: 10.37455/tt.107998
Rintala, H., Postareff, L. & Ryymin, E. (2022). Pedagogiikka työssä oppimisen tukena työelämässä. In Lemmetty, S. & Collin, K. (Eds.) Jatkuva oppiminen ja aikuispedagogiikka työssä (pp .218-239). Jyväskylän yliopisto: SoPhi. Saatavilla osoitteessa jyx.jyu.fi/handle/123456789/84074
CoOL@Work Project Web Site
Ryymin, E. & Postareff, L. (2022, February 16). CoOL@Work - Alustavia tutkimustuloksia ja keskustelua. [Blog post]. Retrieved from:
https://bit.ly/3BplsFW
Ryymin, E., Postareff, L. & Rintala, H. (2020). Uutta tutkimusta jatkuvasta oppimisesta työssä. HAMK Unlimited Professional 17.4.2020.
Organisations: Häme University of Applied Sciences (Coordinator), Tampere University, The University of Turku, three large companies from transportation, manufacturing industry and social welfare from Finland.
Funder: The Finnish Work Environment Fund (Työsuojelurahasto)
Summary of activities: The project creates more knowledge and understanding of employees’ learning experiences and opportunities. The project adopts versatile data collection methods to obtain multifaceted information on learning, including a survey, interviews and a physiological measurement of electrodermal activity (EDA) and activation levels with a Moodmetric smart ring. The collected data is used to develop learning opportunities at the participating organisations.
Role: Researcher
Rintala, H., Postareff, L. & Ryymin, E. (2023).
Sitoudun, siis opin - Miten edistää
jatkuvaa oppimista työssä? Työelämän tutkimus, 21, 1, 33-57. doi: 10.37455/tt.107998
Rintala, H., Postareff, L. & Ryymin, E. (2022). Pedagogiikka työssä oppimisen tukena työelämässä. In Lemmetty, S. & Collin, K. (Eds.) Jatkuva oppiminen ja aikuispedagogiikka työssä (pp .218-239). Jyväskylän yliopisto: SoPhi. Saatavilla osoitteessa jyx.jyu.fi/handle/123456789/84074
CoOL@Work Project Web Site
Ryymin, E. & Postareff, L. (2022, February 16). CoOL@Work - Alustavia tutkimustuloksia ja keskustelua. [Blog post]. Retrieved from:
https://bit.ly/3BplsFW
Ryymin, E., Postareff, L. & Rintala, H. (2020). Uutta tutkimusta jatkuvasta oppimisesta työssä. HAMK Unlimited Professional 17.4.2020.
Photo: Christina Morillo, CC 0
HAMK Edu Future Work Research & Development
Period: 2019-2022
Organisations: Häme University of Applied Sciences and partner networks from companies and educational institutions
Funder: Häme University of Applied Sciences, funds from several projects and education business
Summary of activities: Future Work Research and Development (Future Work R&D) was establoished in 2019 to contribute to HAMK Edu Research Unit with a specific focus and interest on exploring transforming work, future skills of professionals and continuous learning. Its goals are to 1) apply educational research and development in close collaboration and dialogue with companies, 2) foster dynamic public-private partnerships with the world of work, and 3) enable new and innovative continuous learning opportunities to professionals at work. My tasks include leading the the research teams and goals of the focus area, financing and partner and customer engagement.
Role: Founder, Team Lead
Future Work & Development Website
Organisations: Häme University of Applied Sciences and partner networks from companies and educational institutions
Funder: Häme University of Applied Sciences, funds from several projects and education business
Summary of activities: Future Work Research and Development (Future Work R&D) was establoished in 2019 to contribute to HAMK Edu Research Unit with a specific focus and interest on exploring transforming work, future skills of professionals and continuous learning. Its goals are to 1) apply educational research and development in close collaboration and dialogue with companies, 2) foster dynamic public-private partnerships with the world of work, and 3) enable new and innovative continuous learning opportunities to professionals at work. My tasks include leading the the research teams and goals of the focus area, financing and partner and customer engagement.
Role: Founder, Team Lead
Future Work & Development Website
Figure: The Research Interests of Future Work Research & Development (Ryymin et el., 2019).
Continuous Learning at Work
Period: 2020-2023
Organisations: Häme University of Applied Sciences, four large companies from Finland from metal industry, transportation and aviation, retail and health care.
Funder: The Central Organisation of Finnish Trade Unions (SAK ry),
Summary of activities: Research of the organization- , team- and individual-related factors that support or challenge continuous learning at work in transforming branches influenced by digitalisation and globalisation.
Role: Project Manager, Team Lead
Rintala, H., Postareff, L. & Ryymin, E. (2023).
Sitoudun, siis opin - Miten edistää
jatkuvaa oppimista työssä? Työelämän tutkimus, 21, 1, 33-57. doi: 10.37455/tt.107998
Rintala, H., Ryymin, E. & Postareff, L. (2020).
Jatkuva oppiminen ja oppimien työssä:
työntekijöiden näkemyksiä ja kokemuksia. Esitys Työelämän tutkimuspäivillä 10.12. 2020.
Organisations: Häme University of Applied Sciences, four large companies from Finland from metal industry, transportation and aviation, retail and health care.
Funder: The Central Organisation of Finnish Trade Unions (SAK ry),
Summary of activities: Research of the organization- , team- and individual-related factors that support or challenge continuous learning at work in transforming branches influenced by digitalisation and globalisation.
Role: Project Manager, Team Lead
Rintala, H., Postareff, L. & Ryymin, E. (2023).
Sitoudun, siis opin - Miten edistää
jatkuvaa oppimista työssä? Työelämän tutkimus, 21, 1, 33-57. doi: 10.37455/tt.107998
Rintala, H., Ryymin, E. & Postareff, L. (2020).
Jatkuva oppiminen ja oppimien työssä:
työntekijöiden näkemyksiä ja kokemuksia. Esitys Työelämän tutkimuspäivillä 10.12. 2020.
Photo: Anamul Rezwan, CC 0
Cobots Transforming Work and Learning
Period: 2018-2019, 2020-2021
Organisations: Häme University of Applied Sciences and network of steel and construction companies from Finland
Funder: Regional Council of Häme, European Regional Development Fund
Summary of activities: The RDI-projects examine the implementation and development of cobots (collaborative robots, Y-generation of the industrial robots) intended to physically interact with humans in a shared workspace. The goal is to find effective practices for production and work quality in cobot-human work processes. The aim is to create also solutions for work-based learning of on-demand skills of robotisation in companies and engineering education.
Role: Key Expert
Ryymin, E., Gautam, M., & Väisänen, T. (2019). Collaborative Robots Transforming Work and Learning. HAMK Unlimited Journal 23.9.2019.
Robotit tulevat ihmisten arkeen (in Finnish)
Ihminen ja kone insinöörien ja kasvatustieteilijöiden kiinnostuksen kohteena (in Finnish)
Organisations: Häme University of Applied Sciences and network of steel and construction companies from Finland
Funder: Regional Council of Häme, European Regional Development Fund
Summary of activities: The RDI-projects examine the implementation and development of cobots (collaborative robots, Y-generation of the industrial robots) intended to physically interact with humans in a shared workspace. The goal is to find effective practices for production and work quality in cobot-human work processes. The aim is to create also solutions for work-based learning of on-demand skills of robotisation in companies and engineering education.
Role: Key Expert
Ryymin, E., Gautam, M., & Väisänen, T. (2019). Collaborative Robots Transforming Work and Learning. HAMK Unlimited Journal 23.9.2019.
Robotit tulevat ihmisten arkeen (in Finnish)
Ihminen ja kone insinöörien ja kasvatustieteilijöiden kiinnostuksen kohteena (in Finnish)
Photo: Nea Saarinen, HAMK (C)
DC4WORK -
Learning at Work in a Digital Age - Promoting Digital Competences for Employability and Innovation
Period: 2017-2019
Organisations: IHK-Projektgesellschaft mbH Frankfurt (Germany, coordinator), Häme University of Applied Sciences, School of Professional Teacher Education (Finland), Mentortec - Business consultant & VET provider (Portugal), BFI Tirol - VET provider (Austria), European Forum of Technical and Vocational Education and Training (EfVET) (Belgium), Network of European SMEs (small and medium-sized enterprises) in trade and tourism.
Funder: European Union's Erasmus Plus -programme
Summary of activities:
On the basis of the EU Framework DigComp 2.0 the project analyzes and documents the demand for employment-related digital competences in SMEs (especially in trade and tourism) and produces solutions for flexible training. The goal is to provide also the knowledge and instruments to raise awareness of digital disruption of work and to promote a better synchronization of technology, organization development and qualification of professional employees.
Role: Project Manager of Partner Organisation, Co-Founder
DC4WORK Toolbox 4.0
Digital Competence Facilitator mini-MOOC & Open Badge
Korhonen, A.-M. & Ryymin, E. (2020). Redesigning Learning at Work – Experiments of “Digital Competence Facilitator” MOOC. HAMK Unlimited Journal 21.4.2020.
Ryymin, E, Korhonen, A.-M., Maetoloa, K. & Lindroos, H. (2020). Digital Competence Development at Work. HAMK Unlimited Journal 6.4.2020.
Organisations: IHK-Projektgesellschaft mbH Frankfurt (Germany, coordinator), Häme University of Applied Sciences, School of Professional Teacher Education (Finland), Mentortec - Business consultant & VET provider (Portugal), BFI Tirol - VET provider (Austria), European Forum of Technical and Vocational Education and Training (EfVET) (Belgium), Network of European SMEs (small and medium-sized enterprises) in trade and tourism.
Funder: European Union's Erasmus Plus -programme
Summary of activities:
On the basis of the EU Framework DigComp 2.0 the project analyzes and documents the demand for employment-related digital competences in SMEs (especially in trade and tourism) and produces solutions for flexible training. The goal is to provide also the knowledge and instruments to raise awareness of digital disruption of work and to promote a better synchronization of technology, organization development and qualification of professional employees.
Role: Project Manager of Partner Organisation, Co-Founder
DC4WORK Toolbox 4.0
Digital Competence Facilitator mini-MOOC & Open Badge
Korhonen, A.-M. & Ryymin, E. (2020). Redesigning Learning at Work – Experiments of “Digital Competence Facilitator” MOOC. HAMK Unlimited Journal 21.4.2020.
Ryymin, E, Korhonen, A.-M., Maetoloa, K. & Lindroos, H. (2020). Digital Competence Development at Work. HAMK Unlimited Journal 6.4.2020.
Picture CC 0
Uusimaa 5.0 Future Scenario for Helsinki-Uusimaa Region
Period: 2016-2017
Organisations: Helsinki-Uusimaa Regional Council
Summary of activities:
Helsinki-Uusimaa is situated on the south coast of Finland, and it is home to around 1.6 million inhabitants. It is one of the fastest growing areas in Europe and also a leading business hub in Finland. Uusimaa 5.0 Future Scenario for 2050 was a multidisciplinary forecasting and strategy process including technology, economy, society and education for supporting regional development, employment and digital disruption.
Role: Invited Expert of Higher Education
Uusimaa 5.0 – Jotakin parempaa -sivusto (in Finnish)
Uusimaa 2050 Video (in Finnish)
Ryymin, E. Koulutus, digitalisaatio ja hyvä elämä. Esitys Uudenmaan liiton koulutuksen asiantuntijaryhmässä. 3.2. 2017, Helsinki.
Organisations: Helsinki-Uusimaa Regional Council
Summary of activities:
Helsinki-Uusimaa is situated on the south coast of Finland, and it is home to around 1.6 million inhabitants. It is one of the fastest growing areas in Europe and also a leading business hub in Finland. Uusimaa 5.0 Future Scenario for 2050 was a multidisciplinary forecasting and strategy process including technology, economy, society and education for supporting regional development, employment and digital disruption.
Role: Invited Expert of Higher Education
Uusimaa 5.0 – Jotakin parempaa -sivusto (in Finnish)
Uusimaa 2050 Video (in Finnish)
Ryymin, E. Koulutus, digitalisaatio ja hyvä elämä. Esitys Uudenmaan liiton koulutuksen asiantuntijaryhmässä. 3.2. 2017, Helsinki.
Figure: Capful for Helsinki Uusimaa Regional Council (C)
The Future Learners of the Universities of Applied Sciences
Period: 2014-2015
Organisations: Häme University of Applied Sciences, Universities of Applied Sciences in Finland, Ministry of Education
Summary of activities:
"The Future Learner" (Tulevaisuuden oppija) was a subproject of a national project named “YAMK-koulutus vahvaksi TKI-vaikuttajaksi”, which was funded by the Ministry of Education of Finland. The objective of the project was to enhance RD&I (Research, Development and Innovation) in Master’s Degree -studies completed at Finnish Universities of Applied Sciences, and to deepen the university-business co-operation with the world of work. "Tulevaisuuden oppija" was a theoretical summary of the latest research of digital disruption and change in the world of work, the X- and Y-generation learners, and future insights for educators.
YAMK-koulutus vahvaksi TKI-vaikuttajaksi (in Finnish)
Tulevaisuuden oppija (Slideshre in Finnish)
Ryymin et al. Flexible and Agile Studying in Master’s Degree –
Experiences on Flipped Classroom in the University of Applied Sciences, approved manuscript
Organisations: Häme University of Applied Sciences, Universities of Applied Sciences in Finland, Ministry of Education
Summary of activities:
"The Future Learner" (Tulevaisuuden oppija) was a subproject of a national project named “YAMK-koulutus vahvaksi TKI-vaikuttajaksi”, which was funded by the Ministry of Education of Finland. The objective of the project was to enhance RD&I (Research, Development and Innovation) in Master’s Degree -studies completed at Finnish Universities of Applied Sciences, and to deepen the university-business co-operation with the world of work. "Tulevaisuuden oppija" was a theoretical summary of the latest research of digital disruption and change in the world of work, the X- and Y-generation learners, and future insights for educators.
YAMK-koulutus vahvaksi TKI-vaikuttajaksi (in Finnish)
Tulevaisuuden oppija (Slideshre in Finnish)
Ryymin et al. Flexible and Agile Studying in Master’s Degree –
Experiences on Flipped Classroom in the University of Applied Sciences, approved manuscript
Picture: The qualities of "The Future Learner" (in Finnish), from the project presentation, 2015. Link above.
Distributed Leadership and Collaborative Decision Making in Helsinki Region Comprehensive Schools
Period: 2012-2013
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
Design and management of the in-service training of distributed leadership and collaborative decision making for the executive teams of comprehensive schools of Helsinki City. There were 24 training days for 530 participants from 100 schools from different parts of Helsinki. The themes of the training were 1) Collaborative Culture and Distributed Leadership, 2) Knowledge and Competence Management, 3) Managing the School Strategy, 4) Safety and Security Management, 5) Quality Management and 6) Leading the Educational Networks. The responsibilities also included pre-questionnaire for the schools, facilitation of the contact day training workshops, lecturing, feedback gathering and analysis, and finance management.
Yhteisöllisen ja jaetun johtajuuden johtoryhmävalmennus, 2012-2013
Photo: Matti Pyykkö, City of Helsinki (C)
Safety Management in Helsinki Region Schools
Period: 2012-2013
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
The Safety Management -training was organised as a part of Collaborative Management and Distributed Leadership - Education Programme. This entailed working together with a safety expert to modify the safety management system (SMS) used in aviation education for the comprehensive school context and also planning together with her new, open tools for SMS in schools. The 100 comprehensive schools were trained in safety management, and the materials were later used in developing Critical Incident Stress Management support and competences.
Organisations: City of Helsinki, Finnish National Board of Education
Summary of activities:
The Safety Management -training was organised as a part of Collaborative Management and Distributed Leadership - Education Programme. This entailed working together with a safety expert to modify the safety management system (SMS) used in aviation education for the comprehensive school context and also planning together with her new, open tools for SMS in schools. The 100 comprehensive schools were trained in safety management, and the materials were later used in developing Critical Incident Stress Management support and competences.
Photo: Matti Pyykkö, City of Helsinki (C)
Professional Excellence in Air Traffic Controlling
Period: 2008-2011
Organizations: Finavia, University of Tampere, Network of aviation industries
Summary of activities:
Research-based development of the education of Air Traffic Controllers in co-operation with the multidisciplinary development team of Avia College. The responsibilities included researching the profession and working life duties of Air Traffic Controllers, running experiments of innovative learning methods and developing a new physical and virtual learning environment. In compliance with safety regulations, the sharing of photos featuring authentic air traffic controllers at work is not permissible. Some of the project results and contents are confidential because of the high safety and security standards of civil aviation and therefore cannot be reported.
Ryymin, E., Karlström, T., Suokas, S., Teperi, A-M, Nokelainen, P. (2011). New Approach to Training. Avia College promotes Professional and Pedagogical Excellence in Air Traffic Controller Officers' Training. Air Traffic Technology International 2011, 66-69.
Lennonjohdon perustutkinnon opetussuunnitelma, yhteinen osa
Lennonjohto kutsuu hallitsemaan kognitiivista kuormaa (blogi-kirjoitus)
Pylväs, L., Nokelainen, P., & Roisko, H. (2015). The Role of Natural Abilities, Intrinsic Characteristics, and Extrinsic Conditions in Air Traffic Controllers’ Vocational Development. Journal of Workplace Learning, 27(3), 241-263.
Organizations: Finavia, University of Tampere, Network of aviation industries
Summary of activities:
Research-based development of the education of Air Traffic Controllers in co-operation with the multidisciplinary development team of Avia College. The responsibilities included researching the profession and working life duties of Air Traffic Controllers, running experiments of innovative learning methods and developing a new physical and virtual learning environment. In compliance with safety regulations, the sharing of photos featuring authentic air traffic controllers at work is not permissible. Some of the project results and contents are confidential because of the high safety and security standards of civil aviation and therefore cannot be reported.
Ryymin, E., Karlström, T., Suokas, S., Teperi, A-M, Nokelainen, P. (2011). New Approach to Training. Avia College promotes Professional and Pedagogical Excellence in Air Traffic Controller Officers' Training. Air Traffic Technology International 2011, 66-69.
Lennonjohdon perustutkinnon opetussuunnitelma, yhteinen osa
Lennonjohto kutsuu hallitsemaan kognitiivista kuormaa (blogi-kirjoitus)
Pylväs, L., Nokelainen, P., & Roisko, H. (2015). The Role of Natural Abilities, Intrinsic Characteristics, and Extrinsic Conditions in Air Traffic Controllers’ Vocational Development. Journal of Workplace Learning, 27(3), 241-263.
Photo: Markus Haapamäki, Finavia (C)
Photo: Adobe Stock (Generated with AI)
Note: In compliance with safety regulations, the sharing of photos featuring authentic air traffic controllers at work is not permissible.
Note: In compliance with safety regulations, the sharing of photos featuring authentic air traffic controllers at work is not permissible.
Headline photo: Ville Salminen, HAMK (C)