2025

Ranta, Samuli; Maunula, Minna; Sundstedt, Margita Camilla Bernice; Harju-Luukkainen, Heidi; Olli, Lilli; Kangas, Jonna

Sustainable education necessitates inclusive and accessible teacher training programs that acknowledge the diverse backgrounds of students. Blended learning programs have demonstrated their potential in promoting sustainable acquisition of skills and knowledge among adult learners. However, existing programs frequently fail to cater to the unique needs of non-traditional learners. Additionally, adult students with professional work experience possess distinct requirements and competencies that higher education institutions must consider. This study focuses on a novel teacher training program in Finland known as the 1000+ program, specifically designed for childminders engaged in early childhood education (ECE) work life. Within this chapter, we investigate the program’s design, implementation, and evaluation, as perceived by university teachers and study administrators. The study also scrutinizes the program’s sustainability factors. Data was collected through interviews conducted with seven teachers and study administrators from three universities, subsequently analyzed using content analysis. The findings suggest that blended learning models can effectively support adult students in their teacher education endeavors, if they are purposefully crafted to meet the distinct needs of the target group.