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Learning by Developing (LbD) is a pedagogical model developed by Laurea University of Applied Sciences, based on the idea that learning happens most effectively through authentic development activities. The starting point of the model is real-life development and problem-solving situations, where students, teachers, and professionals from working life collaborate to find solutions. This means that learning is not confined to the classroom; instead, students participate in projects that produce tangible outcomes—such as new services, operational models, or research data.
The key principles of the LbD model are:
Authenticity: Learning takes place in real, meaningful development environments.
Partnership: Students, teachers, and working-life actors work as equal partners in development.
Research-oriented approach: Development work is grounded in information gathering, analysis, and critical evaluation.
Creativity and experiential learning: Learning is innovative and practical, and students learn by developing.
In the LbD model, the teacher’s role is a coach and facilitator, rather than merely a transmitter of knowledge. The teacher supports students’ professional growth, guides project progress, and ensures that development work is based on reliable information. Students, in turn, act as active and responsible participants who learn project management, teamwork, and knowledge sharing.
Through this model, Laurea integrates learning, research and development activities, and regional development. Students become part of extensive networks and development projects during their studies, strengthening their ability to work in multidisciplinary teams and solve complex problems.
The LbD model is rooted in a constructivist view of learning, which holds that knowledge is not transferred from teacher to student as ready-made information; rather, the student actively constructs their own understanding through interaction with the environment and other participants. Learning is seen as a process that combines theory and practice, where meaningful learning emerges from real-life situations and challenges.
The model also emphasizes a socioconstructivist perspective, where learning occurs collectively and through dialogue. Students are not passive recipients of knowledge but active contributors to knowledge creation and development together with others. This approach supports lifelong learning, critical thinking, and the ability to adapt to changing work environments.
The philosophical basis of LbD is also linked to development-based pedagogy, where learning and development are inseparable. Learning is not merely about acquiring existing knowledge but about creating new knowledge and solutions, making the student an active agent and builder of expertise.
References
References
Raij, K. (2007). Learning by developing. Laurea Publications A58.
Raij, K. (2014). Learning by developing action model. Laurea Publications 36.
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