2025 Brought Record-Breaking Success to the Institute of Educational Sciences in Both Teaching and Research

High-quality education is undeniably a cornerstone of Estonia’s success, and it is a great pleasure to see that through strong teacher education and educational innovation, the Institute of Educational Sciences continues to give momentum to this success. The past year brought an exceptionally high number of applications to degree programmes in education, strong interest in continuing education, and outstanding research projects.

In 2025, a total of 1,626 students studied at the Institute of Educational Sciences: 814 at bachelor’s and professional higher education, 759 at the master’s and integrated studies, and 45 doctoral level. During the year, 363 students graduated with a university degree, including 192 bachelor’s and 168 master’s graduates, and three doctoral dissertations were defended.

In autumn 2025, we matriculated 483 new students: 272 to bachelor’s programmes, 200 to master’s and integrated programmes, and 11 to doctoral studies. Admissions were particularly successful, with a record 2,799 applications submitted to the institute’s programmes—around 100 more than the previous year. Of these, 2,112 applications were to bachelor’s programmes and 673 to master’s programmes. Notably, interest in doctoral studies increased, with 17 applicants expressing a wish to pursue doctoral education.

The average competition across all programmes approached five candidates per study place. At the bachelor’s level, the most popular programmes were special education (session-based study, 14 candidates per place) and early childhood education (session-based study, 11 candidates per place), both ranking in the SAIS Top 5. The session-based bachelor’s programme in pedagogy, launched in 2024, also proved its value. At the master’s level, strong interest was seen in educational leadership (6 candidates per place) and andragogy (5 candidates per place). High interest was also shown in the newly opened master’s programme in educational sciences, which received 69 applications, with competition exceeding four candidates per place. As a positive development, international admissions increased, with over ten international candidates confirming their enrolment.

Read more about Educational Innovation and Leadership Masters Programme.

Professional Development Does Not End with Degree Studies

In 2025, nearly 3,000 learners participated in micro-credential programmes and continuing education courses, supporting lifelong learning and teachers’ professional development. A total of 96 continuing education courses and 20 micro-credential programmes were delivered, involving 2,685 and 300 participants respectively (approximately 150 learners per semester in micro-credentials).

The largest volume of national training activities took place within:

• the ESF VÕTI programme of the Ministry of Education and Research

• the Teachers’ Academy and HANO programmes

• projects supported by the Swiss Programme and the Estonian Language Institute

• the Induction Programme for Beginning Teachers

In addition, training activities were organised for upper secondary school students through the Student Academy and as elective courses. 

Research and Project Activities

Research is a prerequisite for providing research- and evidence-based teacher education and for supporting educational innovation. This area was also highly active in 2025, with the institute’s research covering multiple fields of education and involving cooperation with both Estonian and international partners. In total, 52 projects were ongoing, 28 of which began during the year. 72 new project applications were submitted, including 19 research projects and nine projects in other categories.

Collaboration plays a central role in research and development activities. The institute’s partner ecosystem can be described as a “triple ring,” encompassing organisations from the fields of research and higher education (universities, research networks), education policy and governance (ministries, agencies), and applied and innovation sectors (schools and vocational institutions, companies, NGOs and foundations). During the year, the institute cooperated with 155 partner organisations, including 58 universities and 24 companies.

Several international projects also gained strong momentum. Among the largest, in 2025 the CEI launched a major international project supported by the Estonian Centre for International Development (ESTDEV), aimed at supporting the reform of the vocational education system in Zhytomyr, Ukraine.Internationally, collaboration involved partners from 34 countries, with the largest number from Greece, Spain, Finland, Germany, and Italy. More distant partners included institutions from Kenya, Ghana, and Australia.

What Did We Research?

Research activities focused primarily on education sciences, psychology,  sociology, and education management. 

These recurring themes clearly reflect the institute’s main research priorities:

• Education and learning 

• Teachers’ professional development and competencies

• Education management

• Youth work and inclusion

• Digital education and digital skills

• Artificial Intelligence

• Sustainability and future-oriented topics

Thanks and Looking Ahead

The past year confirms that the Institute of Educational Sciences is a strong, evolving, and collaboration-oriented community. We once again thank all students, partners, academic staff, and colleagues who contributed to these achievements. We enter the new year with confidence that together we will continue to contribute to the development of education in Estonia and internationally.