SEDUCE has the following main focus areas for research:
Finnish schooling and education as a focus area includes multidisciplinary research:
-Political, historical and social formation of the Finnish schooling and educational system.
-Effects of education on learning,
-Practices and discourses of the classroom,
-Dynamics of transnational politics, policy-making and governance in the Finnish school system.
-Education in Finland in comparative and cross-cultural perspectives.
School Pedagogy emphasizes:
-Development of educational practices
-Significance of general and subject didactics in learning and teaching.
-Teachers' knowledge and the scientific basis of the teaching subject
-Research on didactics explores curricula and learning material.
-Topics of pedagogical thinking, learning how to learn and the ethical issues of learning.
-Interactive issues associated with teaching and learning.
-Educational practices in multiple contexts such as vocational and higher education, adult learning centres and work places.
Encountering diversities, social justice and equality involves multi-layered research on politics, cultures and practices related to:
-Globalization, marginalization, intercultural communication and interculturalism.
-Confronting societal differences such as age, gender, ethnicity, social class, language, religion, disabilities and sexual orientation concerning how differences are created and challenged via education.
-How educational politics and practices can support children, youth and adults living in the context of multidimensional inequality, marginalization, social exclusion, learning difficulties, discrimination, unemployment, poverty and crime.
Ethics of education focuses on a sustainable future related on the following themes:
-Active citizenship, global education and education in sustainable development.
-Equality and gender sensitivity in education.
-Studies on moral sensitivity and the spiritual questions of children and adolescents.
-Culture, art and everyday practices.
-Innovative learning environments and technology-supported collaborative learning.
-Epistemic agency in various contexts and age groups.
-Social, psychological and pedagogical wellbeing.
-Skills development and learning difficulties.