LUMA News

International collaboration is a key part of Finland’s national LUMA strategy and actions. This week, teacher educators, researchers, teachers, and future teachers from three countries gathered at the Kumpula campus in Helsinki to participate in the International StarT LUMA Camp. The central theme was sustainability and nature-based solutions, with a special focus on teacher education and its research. The camp is part of the StarT LUMA programme, which has been organized annually since 2016.

The goal of the International StarT LUMA Camp is to promote research-based and collaborative academic cooperation aligned with the aims of LUMA (STEM) education. Throughout the week, the programme featured interactive lectures, hands-on workshops, engaging discussions, and site visits. Participants joined from Indonesia, Thailand, and Finland. LUMAlab Gadolin organized the camp as part of the LUMA Centre Finland network.

Fruitful Collaboration with Global Partners

The academic StarT LUMA programme aims to highlight the role of science and innovation in STEM education and to identify relevant pedagogical solutions for students who will become the future makers of a sustainable world. Project-based learning has proven to be one of the most engaging approaches within the StarT LUMA programme.

According to feedback, international collaboration is essential in the context of sustainability.

“Together, we will grow stronger and contribute significantly to sustainable development and environmental awareness in the academic arena. During our visit to Helsinki from September 27 to October 5, through the StarT LUMA Program, supported by Team Finland Knowledge in collaboration with SciNPU and LUMA, we took a vital step towards fostering collaboration and institutional growth. Our SciNPU team had the opportunity to gain insights from the LUMA showcase, and our students, in particular, learned from diverse environments beyond traditional Thai classrooms, thereby enriching their experience. They will return home with valuable knowledge, new experiences, and deeper cultural understanding. This initiative is essential and relevant for advancing our efforts to promote science education and nature-based solutions across the region,” says Dean Cherdchai Phosri, Faculty of Science, Nakhon Phanom University, Thailand.

“This was a meaningful and enjoyable experience for our Indonesian team, members of the Center of Excellence for Educational Resilience, Yogyakarta State University.
We learned a great deal from the LUMA Centre and the Gadolin Laboratory about how teacher education is developed through relevance-oriented learning and research. Prospective teachers were well-prepared with various active and creative learning courses. We also learned that bridging the gap between higher education and schools requires strong, positive collaboration, supported by government policies and industry. This collaboration is evident in LUMA’s activities, including joint courses between universities and schools, as well as open laboratory visits for schools. This was a well-organized and productive activity. Thank you to all LUMA staff and colleagues—we hope to continue with many future collaborations.” Says Dr. Antuni Wiyarsi, Professor of Chemistry Education, Universitas Negeri Yogyakarta, Indonesia.

Hands-On Science at LUMAlab Gadolin

The practical organizer of the StarT LUMA programme was LUMAlab Gadolin, a collaborative hub for design-based research, education, and outreach in science education. Research topics developed through design-based research are disseminated across formal, non-formal, and informal educational contexts to reach diverse audiences. Sustainability, as well as modern science and technology, are its primary focus.

“Sustainability is a central theme in science and its learning. Collaboration is the key to success: We have all learned from one another, making the world a better place. Together, we are more!
Thank you to all collaborators!” says Professor Maija Aksela, Director of the StarT LUMA programme and camp and LUMAlab Gadolin, LUMA Science Ambassador, University of Helsinki.

The Ministry of Education and Culture, Finland, granted LUMA Centre Finland a second consecutive National Task for 2021–2024. During the four years, approximately 400,000 individuals participated in the activities, an increase of nearly 60% compared to the previous term (2017–2020). The final report shows that the initiative successfully supported teachers’ continuous professional learning, deepened inter-university collaboration, and expanded science activities for children, youth, and families across the country.

The implementation of the National Task was planned collaboratively. The key objectives were to strengthen continuous learning for teachers, develop cooperation between universities and network forums, and expand extracurricular LUMA activities for children, youth, and families. Progress toward these goals was assessed annually through self-evaluations, peer discussions, and monitoring by the steering committee. The goals were revisited and the activities redirected as needed during the period of four years.

To Every Corner and Cape

The motto of the National Task period was “Joka kolkkaan ja niemeen” which translates into “To every corner and cape“. This means the goal of LUMA activities was to make science education accessible to every child, young person, and teacher in Finland, regardless of geographic location or social and economic background. This goal was pursued primarily through two approaches: by offering remote participation opportunities, and by organizing outreach tours to municipalities, schools, and early childhood education units located farther from universities, supported by additional targeted funding.

During the period, thousands of children and young people were able to participate in LUMA activities even in regions that had previously been less involved due to long distances from university hubs

New community-based and research-driven virtual models, such as online courses and clubs, science videos, and TikTok content, were particularly popular during this period. These helped significantly in realizing our core aim: “to every corner and cape.” Together we are more! — Professor Maija Aksela, Director during the National Task

Accessible Science Education for Children and Youth

Several important new initiatives were piloted in leisure-time science education during the National Task period. Children’s and youth extracurricular activities were enriched in collaboration with libraries, municipal youth services, the Scouts, and the Mannerheim League for Child Welfare. Examples include workshops held in libraries in Joensuu and Lahti, where children were guided through hands-on experiments. In Lahti, the LUMA Centre Päijänne Tavastia also integrated age-appropriate literature, such as themes from the Harry Potter series, into the science activities. During the COVID-19 pandemic, Lahti libraries also distributed small science kits to homes.

Remote science clubs significantly expanded the geographical and socioeconomic reach of activities across Finland. Aalto University Junior organized multilingual workshops in collaboration with interpreter students from Diaconia University of Applied Sciences and also conducted remote workshops for Ukraine in spring 2023. Additionally, the StarT program developed and piloted new types of science clubs in spring 2024 through international collaboration. These clubs served as learning environments not only for primary school students but also for families, teachers, and teacher trainees.

Our activities in numbers during 2021–2024

100,000 people participated in our activities each year. In comparison, we reached around 61,300 people per year during the 2017–2020 period of the national task.

We provided in-service teacher training to an average of 4,600 education and training professionals per year. 

We produced an average of 130 research publications per year (50 per year in 2017–2020). 

LUMA labs were visited by an average of 34,000 students and teachers per year (20,000 per year in 2017–2020).

We organised educational events and workshops with an average of 34,000 students or teachers annually.

Our after-school activities, such as summer camps and science clubs, reach 3,400 children and young people each year.

Key Objectives of the Period

Supporting teachers’ continuous professional development was one of the primary goals of the National Task, and several new operating models were developed to achieve it. Around 140 teachers and instructors participated in the LUMA Developers program, collaboratively creating new teaching models and materials. Activities such as LUMA Weeks, in-service training sessions, and online courses broadened teachers’ expertise, while study visits and outreach by LUMA Centres to schools strengthened science education in practice.

Inter-university collaboration was actively developed. LUMA Centre Finland contributed to the formulation and monitoring of the Finnish National STEM strategy and Action Plan. Internal and external communication about LUMA activities within universities improved, and partnerships with international science education networks, such as Science on Stage, IDoS, and EU STEM Coalition, were strengthened.

Communication evolved significantly over the four years, both strategically and practically. The reach and impact of social media increased, particularly on Facebook and Instagram, while the number of LUMA newsletter subscribers and its open rate grew substantially. Communication content was also diversified through blog series and online publications. The 2024 Science on Stage festival brought major international visibility to Finnish LUMA activities, bringing together 750 education professionals from over 35 countries.

The National Task period significantly advanced LUMA activities: continuing education for teachers was implemented with high quality, university collaboration was strengthened and consolidated, and informal science education became more diverse.

Read the full report on the 2021–2024 National Task here

Four students from Helsinki Upper Secondary School of Natural Sciences are the first scholarship recipients in the new interdisciplinary LUMA Stars program, which will pilot in summer 2025. The theme is a sustainable future.

LUMA Stars is a new interdisciplinary program by the University of Helsinki, part of the National STEM Strategy and the LUMA Centre Finland network. It places young people at the heart of science, mathematics, and technology – not just as learners, but as future makers. Their voices, hopes, and questions shape the content and development of the program.

The pilot will run in summer 2025 at the University of Helsinki, with plans to expand nationally – and hopefully internationally – in the future. The program aims to support young people’s science, math, and technology learning and their future well-being in line with Finland’s national STEM strategy.

The program is led by Professor Maija Aksela, LUMA Science Ambassador and the “mother” of the idea, and coordinated by Maikki Roiha from LUMAlab Gadolin. A steering group of researchers, teachers, and students supports the program. From the University of Helsinki’s Department of Chemistry, Markus Metsälä, Vice Head of Education, is also involved.

– It’s wonderful that our students passionate about chemistry get to explore university-level research while still in high school. They’ll gain valuable experiences and clarity for their future studies. Thank you for this opportunity – hopefully, there’s more to come! – Chemistry teacher Anssi Nivala, Helsinki Upper Secondary School of Natural Sciences.

SCIENCE-TET – More Than Just a Work Experience

At the heart of the summer 2025 pilot is the SCIENCE-TET scholarship, which gives high school students the chance to spend a week at the University of Helsinki’s Department of Chemistry. The scholarship recipients will:

• Work alongside researchers
• Join Professor Timo Repo’s renowned research group focused on sustainable solutions
• Participate in activities at LUMAlab Gadolin
• Possibly visit partner companies

Theme: A Sustainable Future

The pilot program will be shaped around the students’ interests. The goal is to build a program that not only teaches but also inspires and empowers young people to make a difference. The theme is a sustainable future – a topic that connects science, technology, and societal impact.

LUMA Stars is not a top-down initiative – it’s a shared journey. The scholarship recipients will be involved in designing the program from the very beginning. The first meetings will take place in early June, and the program will start either before Midsummer or in early August, depending on the students’ schedules and preferences. LUMA Stars is more than a program – it’s a place where young people have a voice, a role, and meaning in the world of science.

Text and more information from Professor Maija Aksela.

LUMAT Research Symposium celebrates its 15th anniversary on May 23rd, 2025. This year, the symposium highlights research-based approaches and initiatives from seven countries, many of which draw on regional and cultural resources. The current theme is Promoting STE(A)M learning through non-formal education. The Symposium is held online and free of charge.

“Collaborative research-based actions have been at the heart of Finnish LUMA (STEM) work. LUMAT Research Symposium, organized by LUMAT Science Research Forum, has been an important forum for sharing the best studies and solutions around the world and learning from one another. Together we are more!“, emphasizes Professor Maija Aksela, chair of LUMAT Symposium and founder of LUMAT Science Research Forum and the symposium.

The following eight invited talks are pointing out different models and practices to promote STE(A)M through different non-formal learning environments:

Som Gurung and his team showcase how traditional Bhutanese crafts, such as musical instrument making and textile weaving, can be enriched through STEM integration. For example, by combining Arduino programming with cultural practices, students gain hands-on experience that deepens their understanding of sounds, rhythms, and codes.

Umesh Ramnarair and his team use virtual reality to bring science education closer to students’ everyday lives in South Africa. Ramnarair’s presentation demonstrates how culturally anchored VR simulations can make inquiry-based learning more engaging and relevant for learners in disadvantaged schools.

Cherdhai Phosri and his team present a case study on building a regional STEM education ecosystem in the Lower Mekong Basin. Phosri’s work highlights how local collaboration and institutional development can strengthen science education across the region.

Safwatun Nida shares findings from a case study on sustainability education for student teachers in Indonesia. Through a course combining lectures, non-formal field trips, and project work, participants designed pedagogical models and teaching resources inspired by real-world environmental sites such as sea turtle conservation and a tea farm.

Eman Zaitoun and her team investigate how STEM project-based learning influences teaching practices. By analysing competition entry projects, Zaitoun explores the feasibility of an integrative approach that can enhance the design of educational projects.

Nalini Dookie and Angela James introduce the ESKOM EXPO for Young Scientists, an exposition platform for non-formal STEM learning. Dookie’s presentation highlights how expos foster inquiry, authentic science experiences, real-world problem-solving, and future-ready skills.

Jorge Rodríguez-Becerra and his team present a case study on integrating high-performance computing into chemistry teacher education. His module on computer-aided drug design for COVID-19 combines problem-based learning with molecular modeling, showing how authentic data and digital tools can foster interdisciplinary thinking and pedagogical innovation.

Maija Aksela and Outi Haatainen explore science clubs as dynamic non-formal STEAM learning environments. Their presentation shares insights from a design-based research project within the international StarT LUMA programme, highlighting co-designed models, activities, and collaborative learning processes.

This symposium is also a farewell symposium for Prof. Aksela, who has organized it as the first director of LUMA Centre Finland with her team for years. She continues her LUMA(T) work as LUMA Science Ambassador in the future (read more here).

Please, see a program and register for the symposium on the LUMAT Research Symposium website.

Abstracts and virtual posters can be found here on Friday, the 23rd of May.

Organizing committee: Professor Maija Aksela; Chair, program & invited speeches, Director of LUMAT Science Research Forum, Dr Johannes Pernaa; Editor-in-Chief of the LUMAT journal, LUMAT-B publication of the symposium, Assistant Maikki Roiha; registration and online symposium, contact person and Specialist Oona Kiviluoto; webpage, marketing & communications.

The CLIMADEMY Final Conference, organized in collaboration with the Teachers’ Climate Change Forum, took place at the Hyytiälä Forest Station in Finland from April 1 to April 3, 2025. This event gathered participants from several countries and marked the conclusion of the CLIMAte change teachers’ acaDEMY (CLIMADEMY) project, a European Union-funded initiative under the ERASMUS 2027 – Teachers’ Academy program. 

During the conference, pilot teachers who were central to the project shared effective climate change education practices that had been co-developed over the three-year program. These practices were designed for local contexts and supported by a pedagogical model and competence framework, both of which were outcomes of CLIMADEMY’s collaborative efforts and were also presented during the conference. 

The hybrid event had the participation of distinguished keynote speakers, including former President of Finland Tarja Halonen, who spoke about the fundamental role of education during times of multiple crises. Another highlight was a presentation by Guia Bianchi, co-author of GreenComp, the European Sustainability Competence Framework. 

As part of the program, participants had the opportunity to visit the Orivesi’s Upper Secondary School, led by CLIMADEMY pilot teacher Aulikki Laine. This visit illustrated the Finnish educational context and promoted discussions on the diverse challenges and opportunities faced by teachers in their specific schools and communities. Additionally, immersive experiences such as art workshops, forest walks, sauna visits, and ice swimming promoted cultural exchanges. 

The Teachers’ Climate Change Forum, now in its eighth year, is organized by the University of Helsinki Science Education (part of LUMA Centre Finland) and the Institute for Atmospheric and Earth System Research (INAR). The forum is led by Professor Maija Aksela (LUMA Centre Finland), with Senior University Lecturer Taina Ruuskanen (INAR) serving as the deputy director. This year’s event also opened new opportunities as international partner institutions expressed interest in hosting future editions of the forum, potentially expanding the network and strengthening a global community of climate-competent educators. 

As the CLIMADEMY project wraps up, the momentum it has generated continues to grow, promising a legacy in climate change education across Europe and beyond. 

Learn more about CLIMADEMY and access the learning materials on CLAUDI platform.

Read more about the Teachers’ Climate Change Forum here.

Written by Juliana Friedrichsen. The article was first published 11.4.2025 on the University of Helsinki webpage.

At the beginning of February, Jan Lundell started working as the director of LUMA Centre Finland on Kumpula campus. Half of Jan Lundell’s working hours are spent heading LUMA Centre Finland, which coordinates science and technology education in the country, and half on studying chemistry at low temperatures.

Lundell returned to his seat of studying and work of his youth, the University of Helsinki, from the University of Jyväskylä, where he had been a professor for over a quarter of a century. Lundell opened his career in chemistry at the University of Helsinki, where he studied and disserted on physical chemistry, then worked as a post-doc in Jerusalem, after which he returned to the Department of Chemistry after gaining an assistantship in his own field. 

His research career continued under various titles as a member of Markku Räsänen’s group. When the Department of Chemistry moved from Meritullinkatu to the new building in Kumpula 30 years ago, Lundell was there, helping with the move. 

At that time, besides automatic data processing (ADP), the latest thing was information and communications technology (ICT), and Lundell was one of the first people to employ the new equipment in his research and teaching. When a connection between lab and lecture hall was established, for example, the demonstrations in the lab could be displayed to a large group of students safely.

For a few years, alongside his research career, Lundell acted as head of IT and trained teachers in using computer-assisted programs.  He was interested in how to make chemistry instruction more efficient and interesting.

“Simulations, computation, visualisation… The modern equipment could be used to illustrate details in chemistry and help us understand chemistry in many ways. Chemistry research also advanced quickly as computers gained efficiency,” Lundell says. 

Two trailblazers on the same corridor

At that time, another person interested in the teaching of chemistry also arrived in the newly built Chemicum building on Kumpula campus – Maija Aksela. Today, Aksela is known as a trailblazer in the field of teaching natural sciences, and the first professor in this field in Finland. She was the first director of LUMA Centre Finland in 2013–2025, and participated in building the first LUMA centre in Kumpula as early as 2003.

Aksela, with a background in chemistry and specialised in teaching, was especially interested in the cooperation between schools and university. The offices of the two like-minded young researchers were on the same corridor. Their background in research and pedagogy clicked well. 

“We built a course on molecular modelling for the teacher education programme, for example, and a mentor team for the course consisting of teachers from around Finland. Chemistry teachers are often quite lonely in our schools, and interested in new research findings, so there was a demand for networking,” Lundell says.

Lundell and Aksela started to study how to make chemistry education more inspiring and motivating. How do we make children and young people interested in chemistry as a subject and a career? How do we inform teachers about new research findings? How do we meet the needs of teachers? The work to construct a collaboration network for education in natural sciences had begun.

It is about a quarter of a century since Jan Lundell received a phone call from the University of Jyväskylä, encouraging him to apply for a new post. In 2008, he transferred to the University of Jyväskylä as a professor with special focus on educating teachers.

His work with the national LUMA network still continued. Today, the network covers 11 universities and 13 regional LUMA centres. In Jyväskylä, Lundell was director of the local LUMA centre for 15 years.

Keeping up interest throughout the school system 

Lundell summarizes the core of the LUMA work into two things: interesting children and young people in LUMA subjects and developing the skills of teachers in LUMA subjects. He points out that we can develop models and methods of teaching chemistry, physics or mathematics that specifically support the teaching and learning of these subjects.

At the moment, only the universities of Helsinki and Jyväskylä offer degree programmes where you can study to be a teacher in mathematics, physics or chemistry at the Master’s stage. At other universities, you have to study the major subject separately and then take the pedagogical courses in the Faculty of Educational Sciences.

“I wish that the teaching education model would be implemented in other universities, as well, to guarantee high-end teaching of these subjects nation-wide,” says Lundell.

He would like to spread the teaching methods developed for schools to the university, as well. University students also need inspiring, rewarding and motivational teaching. Too many students drop out in their first couple of years because they haven’t grasped why the education is necessary or what opportunities it gives you. 

“You can keep up interest with e.g. visits or role models. Researchers or students can visit schools or vice versa, people working in the field can visit the university. How should a school student know what a chemist does unless they meet some?”

Freezing molecules

As a chemist and professor, Jan Lundell himself studies the chemistry of low temperatures. If a molecule is cooled down close enough to absolute zero, we can separate the molecules into inert gas crystals and slow them down for precision studies. Light is especially useful for modifying the spatial structure of molecules with surgical precision.

The molecule of formic acid, for example, has two spatial habits. Lundell describes how you can modify the extremely frozen molecule with light in a controlled way so that you can transform the formic from its most permanent form into a higher energy form. 

“With the new structure, the chemical features of the molecule change: it reacts differently and may even break down into different materials than the original structure,” Lundell observes.

Half-time researcher, half-time emissary for LUMA teaching. In his free time, Lundell is certain to travel, since he and his wife have two homes; one in Wrocław in Poland and the other in Mänttä in Finland. Their goal is to move the family’s home in Finland to the greater Helsinki area at some point.

If the latest funding application to the Research Council of Finland is accepted, they could also spend more time in Wrocław than a long weekend now and then,  since there happens to be a research group there that has collaborated with him for three decades already on the subject of low-temperature chemistry.  Good luck!

Written by Johanna Pellinen, Communications Manager, University of Helsinki

The article was published on 11.3.2025 on the University of Helsinki website.

Science on Stage Festival 2026

Science on Stage is Europe’s largest LUMA teaching event for teachers at all levels. The aim of the international fair is to share ideas, learn new things and meet international colleagues. The next festival will take place from 28 to 31 May 2026 in Klaipėda, Lithuania. From Finland, four projects designed and implemented by teachers themselves will be selected to take part in the event. The application period is 1.3.–31.10.2025.

Projects can be self-made teaching materials, project work with learners or good teaching practice, such as cooperation with a municipality. Perhaps your school or nursery is already doing something that could help you apply?

Teachers who work in Finland at all levels from early childhood education, primary schools, secondary schools, vocational training and higher education are welcome to apply. Teacher students can also apply. As we can only select four projects to the Finnish delegation, we will organise a similar smaller event in Finland in 2026 in connection with the national LUMA Days. All applicants for the Lithuanian event will be able to attend our 2026, if they wish, and present their project there. Read more about the call in Finnish or Swedish. You can fill out the application also in English.

Joint Projects

Besides the regular national STEM teacher delegations, there are several additional places at the European Science on Stage festivals for teachers offering internationally developed projects – the so-called ‘Joint Projects’. Read more about the joint projects and application procedures here. The application deadline for the Joint Projects is 14 September 2025.

STEM Jobs for the Future – How to bring STEM Jobs into the Classroom

Many students struggle to see the real-world value of STEM skills and how they connect to future careers in sustainability, AI, big data, and beyond. While career days and company visits exist, regular and meaningful career orientation is often missing in STEM education.

This is where our “STEM Jobs for the Future” project, organised by Science on Stage Germany, makes a difference!

Take part as a teacher

We invite 23 passionate science teachers from all school forms (primary and secondary school) to participate and collaborate in this exciting project over a period of approximately 1,5 years. Participants will work in teams, exchange best practices, and create innovative digital teaching resources to integrate career orientation in STEM classes.

The expected outcome includes digital teaching materials on career orientation in STEM classes, featuring interactive elements such as project-based learning modules, escape games, podcasts, quizzes, apps, and more. Additionally, background information for teachers, teaching units for download, and worksheets for students may be developed.

Please note that attendance at two in-person meetings is mandatory:

• 07-09 November 2025 in Berlin (Friday 15:30 – Sunday 12:00)
• A second meeting in June 2026 (exact dates to be announced)

All travel, accommodation and food costs will be covered.

Participate if you:

• are able to collaborate with other teachers,
• are open to new ideas,
• have the ability to communicate in English.

How to Apply?

Read more about the call and how to apply here.

The University of Helsinki’s Science Education (part of LUMA Centre Finland) and the Institute for Atmospheric and Earth System Research (INAR) are set to host the international Teachers’ Climate Change Forum (TCCF) 2025 in collaboration with the CLIMAte change teachers’ acaDEMY (CLIMADEMY) Conference. The event will take place from March 31 to April 3, 2025, at the Hyytiälä Forest Station in Finland and online.

Designed for educators and researchers passionate about climate education, the four-day forum will feature workshops, interactive sessions, keynote addresses, and research presentations. The primary focus will be on co-developing key competencies essential for effectively teaching climate change in schools and communities.

Established in 2017, the TCCF aims to bridge climate science and education, fostering collaboration between teachers and researchers. The upcoming 2025 forum continues this tradition, providing a platform for professional development and the exchange of innovative teaching practices in climate education.

Online participation is free of charge. The on-site registration fee is €85. Registration closes on March 9, 2025. Accommodation at the Hyytiälä Forest Station is offered at €105 per night in shared rooms, with a total cost of approximately €345 for the event’s duration. More details about the costs can be found in Hyytiälä’s website.

For participation details, visit the CLIMADEMY website. The official programme is out now.

Register through this link.