The teaching and pedagogical development of academic communities is influenced by different contextual elements, which may not be apparent in everyday community practices, but may become evident through deeper reflection of the context. This study approaches these elements from the perspective of a supportive pedagogical culture for teaching and pedagogical development. The data consist of Finnish university teachers’ descriptions of teaching and its development in their work communities through thematic interviews (N = 51). Through inductive qualitative content analysis, meaningful elements of the communities’ pedagogical culture were identified, which represent (a) values and attitudes, (b) norms and principles, and (c) practices and structures in the community. The study proposes a framework of supportive elements of pedagogical culture that should be acknowledged when promoting the development of teaching in university communities. Based on the findings, it is especially important to establish a culture of sharing and to promote the value of teaching through various cultural elements.

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The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.

The aim of this article is to describe the direct and potential impacts Erasmus+ Capacity Building Higher Education (CBHE) - Project called “Empowering Vietnamese VET teachers for transformation towards Education 4.0” (EMVITET)- after one year of implementation. Additionally, the survey findings also summarized the institutional and teachers’ personal experiences during the Covid-19 pandemic, which pushed Vietnamese institutions to rapidly transform their education to online environments. Qualitative data were collected with online questionnaires from six partner institutions and 35 teacher participants. The findings indicate that both individual teacher participants and partner institutions were given a boost to improve Education 4.0 competencies thanks to the participatory and collaborative approach of the EMVITET- project. The project was perceived as an useful external source for supporting the institutions’ management in organizing demanding online education during Covid-19 pandemic.