In 2021 eduToolkit will focus on decision-making in ambiguous situations and analyse how competence is transferred when participants increase their level of disciplinary discernment.

Urban Eriksson defines disciplinary discernment as “noticing something, reflecting on it, and constructing new meaning from a disciplinary perspective” and the learning process involve “what to focus on in a given situation and how to interpret it in an appropriate, disciplinary manner”. From the framework of the autonomy of disciplinary discernment, we believe that professional development is often limited to the first level involving recognition and naming of disciplinary relevant aspects.

According to the variation theory of learning, becoming competent in a discipline involves simultaneous discernment of critical aspects of a given phenomenon (Fredlund 2012). This requires exposing the participant to different facets or values to reveal patterns of variation as awareness of sameness and differences (Matron and Booth, 1997). The goal for the participant is to be able to know what is important and how to appropriately interpret it for a given context.