Traditional and contemporary pedagogical approaches

The socio-constructivist approach, dominant in the educational systems of Scandinavian countries, especially Finland, considers learning to be an active process that occurs in interaction with other people. Lonka (2020) points out that participation in cultural practices and joint activities shapes our cognitive activity in numerous ways. Context is not only situational but also depends on culturally and historically developed traditions. Cognitive development is very much dependent on the specific type of cultural environment in which it can be realized.

It was developed in response to the limitations of previous learning theories that neglected the social and cultural context of educational practices. It starts with the epistemological assumption that knowledge is not transmitted as a fait accompli from teacher to student, but is actively constructed in interaction with others, within specific sociocultural conditions. Starting from constructivist foundations, this approach further emphasizes the dialogic nature of learning in which language, social communication and cultural patterns of action are key factors in shaping cognitive development. Knowledge, in this framework, is not a fixed and universal category, but rather contextual, dynamic and socially conditioned.

This approach requires the transformation of the teacher's traditional role as a source of information into that of a facilitator and organizer of a collaborative environment in which learners are encouraged to solve problems together, construct a shared conceptual framework, and reflect on their own experiences. The learner is seen as an active participant in the community, and learning is seen as a process that is achieved through participation in authentic activities. In this way, knowledge becomes the result of joint construction, not just individual cognition.