Vol. 18 No. 32 (2025): Technology at Work – Profession-Oriented Use of Technology in Educational Contexts

Technology plays a significant role in society and modern working life, and it is also crucial in many of the professions for which we educate in Denmark. For instance, the report on Denmark's digital growth[1] from the Danish Ministry of Industry, Business and Financial Affairs mentions artificial intelligence, robots, the Internet of Things, and big data as some of the most important advanced technologies making their way into working life these years. The spread of technologies has notably changed working life in a wide range of areas in the public sector, including healthcare, education, and administration. These developments place new demands on how (profession-oriented) education educates and reskills future graduates and the existing workforce to engage with and contribute to this reality. In the use of artificial intelligence, big data, as well as robots, Denmark is around or above the median in the EU, making it relevant to examine how profession-oriented study programs work to meet this new reality. What role should the use of technology play in profession-oriented teaching, competence development, and learning processes? How can technologies be didactically designed to reflect a profession-oriented reality? Are technologies used to support learning, i.e. something to learn with, or are they learning objects and rather the subject of learning, or perhaps both?