Are we still teaching the same Learning Sciences? A ten-year follow-up analysis of graduate program curricula
Conference contribution (Article) › Research
Publication data
| By | Melissa D. Oezsoy, Marvin Fendt, Meral Roeben, Katharina M. Bach, Marina Pfeifer, David Sachs, Daniel Sommerhoff, Freydis Vogel, Frank Fischer, Olga Chemikova |
| Original language | English |
| Published in | Antti Rajala, Arturo Cortez, Riikka Hofmann, Alfredo Jornet, Heila Lotz-Sisitka, Lina Markauskaite (Eds.), Proceedings of the 19th International Conference of the Learning Sciences - ISLS 2025 |
| Pages | 1344-1348 |
| Editor (Publisher) | International Society of the Learning Sciences |
| ISBN | 979-8-9906980-3-1 |
| DOI/Link | https://2025.isls.org/proceedings/ |
| Publication status | Published – 07.2025 |
This study provides an updated overview of the concepts and methods in the Learning Sciences (LS) graduate programs, addressing the question posed by Sommerhoff et al. (2018) about what we teach in the LS. Analyzing 88 programs across institutions, we found a quantitative growth in programs. Most are concentrated in North America, with fewer in Europe and minimal representation in Australia and Asia. Key concepts include digital technology to
support learning, learning in formal contexts, and the design of learning environments. Programs employ methods, including both quantitative and qualitative approaches, with designbased research and learning analytics being prevalent. Programs teaching non-parametric statistics, collaborative learning, and computational modeling showed the highest homogeneity.
A decade later, we see that some former core concepts of LS have shifted to the periphery, while peripheral concepts, like diversity and equity, and methods are merging with the core, reflecting the LS as an innovative, dynamic community of practice.
