Curriculum development at the University of Tartu
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This webpage has been created to support the systematic and meaningful development of the curricula of the University of Tartu. It includes the principles of curriculum development, a process description, practical tools and materials, and information about support offered at the university. The page is primarily intended for programme directors who lead curriculum development and collaborate with teaching staff, students, and other stakeholders. However, it also includes useful information for teaching staff, students, and heads of academic units. The webpage provides a clear framework and practical support to enable informed and well-reasoned decisions in curriculum development and to ensure that planned changes are effectively implemented in practice.
Between 2025 and 2028, the university analyses and develops its curricula with the aim of achieving coherent, aligned curricula and a systematic, learning-centred approach to teaching that supports learners in acquiring the intended learning outcomes throughout their learning journey. The main external driver of this activity is the updated higher education standard (in Estonian), which the curricula must be aligned with. Changes in society, for example, the rapid development of artificial intelligence and evolving labour market expectations, also influence the content and organisation of teaching.
Action plan and distribution of responsibilities at the university
- The learning outcomes of all curricula must be aligned with the higher education standard by the beginning of the 2028/29 academic year at the latest. The process of updating learning outcomes provides an opportunity not only to revise the curriculum’s learning outcomes but also to make substantial changes to teaching as a whole.
- At the beginning of 2026, all curricula of the first and second levels of study were analysed, and the programme director, in cooperation with the programme council and the heads of the academic units, decided the extent of changes required: whether it is sufficient to review and rephrase the learning outcomes, or whether a thorough analysis of the coherence of the curriculum and corresponding changes are needed.
- The programme director is supported by the head of academic affairs of the academic unit or the head of the institute, who helps to provide an assessment, plan the process, set interim objectives, and, where necessary, engage external support and expertise. The head of academic affairs of the academic unit or the head of the institute coordinates cooperation between curricula.
- In March 2026, the faculties approved a plan identifying which curricula require more substantial changes.
- The faculty council approves updated curricula. Normally, changing a curriculum’s learning outcomes means opening a new curriculum. Minor amendments to learning outcomes may be decided by the university senate, which, for the period of aligning learning outcomes with the higher education standard (until the beginning of the 2028/29 academic year), has delegated the authority to amend the learning outcomes of curricula to the faculty councils (Statutes of Curriculum, clauses 72.10 and 87). For a new curriculum version to apply to students starting their studies in the autumn, the changes must be approved by 15 April (Statutes of Curriculum, clause 77).
Process for modifying curricula with minor and major changes
Curricula that have opted for minor changes will formulate new learning outcomes and prepare a comparison table for submission to the Ministry of Education and Research (MoER). These curricula will be updated for the 2026/27 or 2027/28 academic year. This means that the new versions of the curricula must be approved by the faculty councils no later than March 2026 or 2027. Thereafter, the Office of Academic Affairs will submit the updated curricula to the MoER and apply for amendments to the curriculum data in the national register.
If the aim is for the new version of a curriculum to come into effect in the 2026/27 academic year, the timeline could be as follows.
Curricula that have opted for major changes, i.e. a more comprehensive update, will undergo substantive and methodological redevelopment. The process will be centrally supported: the Office of Academic Affairs and the Centre for Learning and Teaching will provide support in clarifying goals, as well as through training, workshops, individual consultations and guidance materials. Experiences from universities abroad will be shared at seminars. These curricula will be amended for the 2027/28 or 2028/29 academic year. This means that the new versions of the curricula must be approved by the faculty councils no later than March 2027 or 2028. Thereafter, the Office of Academic Affairs will submit the updated curricula to the MoER and apply for amendments to the curriculum data in the national register.
For the 2027/28 version, the timeline could be as follows.
Although the period 2026–2028 brings curriculum development into particular focus and offers an opportunity to approach curriculum renewal in a comprehensive way, curriculum development is a continuous process that will continue beyond this period. While this initiative is prompted by legislative changes, development work should primarily take into account the evolving needs of society, the discipline and the learner, and create a learning pathway that best supports the development of learners’ competences.
A good curriculum is based on six core principles. The principles are based on the good practice of learning, the good practice of teaching, the core values of the research university and the understanding that society and the labour market (in Estonian) are constantly evolving.
The following core principles define academic and curriculum development at the University of Tartu:
Coherent
The curriculum is designed as an integrated and goal-oriented whole, in which learning outcomes, teaching and assessment are interconnected and support the learner’s development in a consistent and logical way. The learning pathway – including the volume, sequencing and interconnections of courses – is carefully considered and balanced. The design of the learning journey takes into account the distribution of student workload in order to enable in‑depth study. The curriculum offers meaningful choices, opportunities to apply knowledge and take part in student mobility.
Learner-centred
Teaching proceeds from the learner and their learning, supports active participation, deep understanding and personal development. Teaching and assessment methods encourage the integration, application and analysis of knowledge, provide meaningful feedback, and foster a lifelong learning mindset. Learners understand why particular courses are included in the curriculum and how what they learn will help them cope better in the future. Where necessary, teaching is adapted to support learners experiencing difficulties or those with special needs.
Research-based
Teaching is grounded in up‑to‑date research, both in the discipline and in pedagogy. The learning process develops critical thinking, the ability to make connections, and source criticism skills. Curriculum and teaching development are based on systematic feedback and analysis.
Collaborative
Teaching is based on collaboration and shared responsibility between learners, teaching staff and partners, fostering strong learning communities and a shared understanding of the curriculum’s objective. Teaching methods and tasks encourage students to collaborate and learn together, and create opportunities to apply knowledge for the benefit of the community (challenge‑based learning). Teaching staff plan their teaching holistically, linking their courses with others and agreeing on principles that support learner development. Alumni and employers are involved in teaching, for example, as mentors, guest lecturers or supervisors. Collaborative teaching helps to build a strong alumni community.
Forward-looking
Studies develop future skills, including digital competencies, creativity and a sustainability mindset. The development of future skills is integrated with disciplinary knowledge and skills. The use of technology and AI is embedded in teaching in ways that develop both subject-specific competence and critical thinking, and foster the ability to use AI purposefully and ethically. Studies prepare learners for working life and for contributing to society, and help them understand their role and opportunities to shape the world and adapt to uncertain circumstances.
International
Strong teaching and research cooperation with partner universities helps provide diverse, high‑quality learning and working environments for students and staff. Curriculum development involves collaboration with universities abroad and considers international experience and standards. The university deliberately fosters internationalisation at home, for example, through international teaching staff and by studying alongside exchange students. The curriculum includes clear and accessible opportunities for mobility at partner universities, as well as short-term or blended mobility and virtual mobility options. Close cooperation with strategic partners is pursued to develop joint or partially joint curricula.
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