The doctoral dissertation in the field of Special Education will be examined at the Philosophical Faculty at Joensuu campus.
What is the topic of your doctoral research? Why is it important to study the topic?
My doctoral research investigates feedback experiences of students with learning difficulties within the Finnish vocational education and training (VET) context, examining both school-based and workplace learning environments. This topic is critically important because effective feedback is a fundamental driver of educational equity, student motivation, and professional readiness. With the upcoming 2026 learning support reform, this research provides timely evidence to bridge the gap between policy aims and practical implementation. It ensures that feedback, a key factor in reducing school discontinuation and promoting inclusion, structured, accessible, and equal rights for all learners, thereby strengthening the entire VET ecosystem.
What are the key findings or observations of your doctoral research?
The study found that students with learning difficulties in Finnish vocational education highly value feedback that is clear, constructive, and actionable. In schools, feedback is often vague or generic, while in workplaces, it is immediate but irregular and unstructured. These gaps mean students do not always benefit from their legal right to feedback, affecting learning, confidence, and progression.
This research provides the first dual-perspective evidence on feedback experiences of students with learning difficulties in Finnish VET, highlighting gaps between legislation and practice. It shows how effective feedback can empower learners, and offers evidence-based guidance for schools, workplaces, and the ongoing/upcoming 2025/2026 learning support reform. For the public, it emphasizes why consistent, inclusive feedback is essential for equitable education outcomes.
How can the results of your doctoral research be utilised in practice?
The results of this research are directly applied to improve feedback practices in both schools and workplaces within Finnish vocational education and training (VET). Educators and workplace trainers can use the findings to provide feedback that is clear, structured, and tailored to students with learning difficulties, enhancing learning, confidence, and inclusion. The study also informs professional development programs and policy implementation, offering evidence-based guidance for the upcoming 2026 learning support reform. By bridging the gap between legislation and practice, these results help ensure all students can exercise their legal right to feedback and succeed in studies and careers.
What are the key research methods and materials used in your doctoral research?
This qualitative study, conducted over a year, collected data from four VET institutions and six vocational study fields. It includes three sub-studies: a systematic literature review of international feedback practices in VET, an empirical study with 49 student interviews from both school and workplace feedback sessions across six vocational fields, healthcare, construction, electrical, business, catering, and tourism, and observations that further enriched the data. The study is framed by Hattie & Timperley’s (2007) feedback model and is set against the backdrop of Finnish VET, where feedback is not only a pedagogical tool but also a legally mandated right under the VET Act (531/2017, Section 51).
Further information:
Evelyn Karkkulainen, [email protected] +358 40 849 8666
