The principle framework helps us to proactively och with a long-term holistic perspective drive development of education at KTH. It consists of 13 principles grouped into five areas (A-E) which have been decided by the President (applies from 1 July 2022).
Definitions of the 13 principles
A) Students' skills
1. Essential subject knowledge
KTH's education is designed to provide both broad knowledge in the subject and in-depth knowledge in parts of the subject area.
2. Ability to handle wicked problems for a sustainable societal development
At KTH, the education is designed so that students develop knowledge and profession-based skills to manage complex and uncertain systems in a changing world.
B) Educational prerequisites
3. Active student-centred learning
At KTH, pedagogy is characterised by student-centered methods and learning activities that achieve long-term in-depth learning and improve the effectiveness of teaching.
4. Assessment and examination for learning
At KTH, constructive alignment of examinations and learning activities is applied, resulting in enhanced achievement of both course and degree objectives.
5. Available experimental environments
At KTH, education is characterised by a high degree of interactive teaching elements and available experimental environments that develop practical professional skills and contribute to new thinking, innovative solutions and new ways of working.
C) Supportive conditions
6. Vibrant campus
KTH's physical and digital campuses are sustainable, accessible and social learning and working environments where skills and professional knowledge are developed, ideas and dreams are realised, and innovation is created.
7. User-oriented support services
At KTH, the support services are designed to support management, teachers and researchers in the implementation of the university's mission to conduct education and research through close collaboration with users.
8. Flexible and structured study paths
At KTH, education is designed to give students the opportunity to follow flexible study paths and to shape the focus of their education based on individual goals and degree criteria.
D) Educational culture for quality
9. A developing educational culture
At KTH, we have a developing educational culture where employees and students continuously want to develop themselves. KTH's educational culture allows employees and students to dare to try completely new ways of teaching and examination that promote learning, inclusion and renewal and sharing of experiences with colleagues.
10. Continuous competence development in the teaching role
At KTH, the teacher role is characterised by continuous pedagogical and digital competence development that rests on a scientific basis and on proven pedagogical experience.
11. A management system for quality development
KTH has a quality system that promotes planning, implementation, evaluation and further development of education, that identifies quality gaps and that supports all employees at KTH to participate in a long-term quality development.
E) External requirements and societal needs
12. Broadened recruitment and participation
KTH works actively to attract a student population that reflects society at large and the education programmes are designed to give each student the conditions to succeed in their studies.
13. Integrated lifelong learning
KTH's education is designed to enable and promote individual skills development and career transition for students and professionals at different stages of their lives.
How the framework was developed
The framework with its 13 principles is the result of an investigation carried out by the then Board of Education on behalf of the President. Read more on the page
Background
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