The Research Program for Learning and Digital Technologies

  • Postal address

    Ceresbyen 24, B3.05

    8000 Aarhus C


Organization profile

Organisation profile

The Research Program for Learning and Digital Technologies (LIT) does research in the area related to how the usage of ICT can develop and affect learning, teaching, communication and collaboration. The emphasis is on learning and teaching with special attention to VIA’s bachelors of education, their domains of practice and their continuing education. In addition, the research program deals with how ICT affects both practices and pedagogies through all levels of the educational system as well as continuing education.

The research program connects within three areas of research, each containing a series of interdisciplinary themes:

  • ICT and Learning
  • Technological Empowerment
  • Digital Design Processes

 In the first research area, ICT and Learning, focus is on the use of and possibilities with ICT in relation to content and pedagogical knowledge in school curriculums. The research in this area is related to the educational system with a broad approach, but with views on e.g. technological empowerment in relation to subject matters and learning designs aimed at or enhanced by ICT.

In the second research area, Technological Empowerment, focus is on digital design processes in relation to computational thinking and digital empowerment as well as the learning processes where learners work with complex problems in relation to subject matters. E.g. within the area of pedagogics and teaching with micro:bit and programming in schools and within the healthcare where work with Virtual Reality (VR) and robotics are currently gaining momentum. The research area are in particular aimed at the terms Design Thinking and Design Learning and empirical studies of the use of Makerspaces in VIA’s professions.

The third research area, Digital Design Processes, emphasizes learning designs and design processes in relation to design for learning and learning & production processes. For instance, educational situations where digital resources and technologies are applied (as seen in online education); education where students are present; fablab environments; and virtual learning spaces. The research is amongst other things related to learning design methodologies and processes of competence development.

Within all three research areas a basic work with clarification of terminology and concepts takes place in order to communicate, qualify terminology and mature projects. Moreover all research areas have activities consisting of interventions, projects and communication. Simultaneously the research program initiates projects, engage and participate in projects and are project manager on projects.

Furthermore, The Research Program for Learning and Digital Technologies organize an annual national conference in association with Copenhagen University College and The University College of Southern Denmark. The conference is named “The Network for Online Education”. 


The following are some research questions that exemplifies research approached within The Research Program for Learning and Digital Technologies:

  • How and in which way do digital artifacts change the conditions for institutions as learning spaces?
  • What does artificial intelligence and algorithms require in developing children and young people's digital authority?
  • How can schools include technological empowerment in various disciplines?
  • How is the concept of technological empowerment being addressed in healthcare?
  • In which ways is technological empowerment supported based on different design angles?
  • How can digital empowerment and education be addressed from a technological empowerment perspective?
  • How can design processes be developed and support teachers in developing digital mediated teaching?
  • What role does the teacher play in the design processes and subsequently?
  • What role does technological empowerment play in digital designs?
  • What is the significance of whether the participants have / do not have a reflected technology view?


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