Progressive education is old as pedagogical movement (nineteen century) and it formed as to differentiate versus the traditional teaching practices of the Western world: classical preparation for the superior schools and divided by social classes. Progressive education values learning by doing (experiential learning), group work and development of social skills, integration of entrepreneurship into education, problem-solving and critical thinking – it reinforces personalized learning goals and assesses children based on their progress and productions.

Noteworthy theorists of progressive education are John Dewey who started the “Progressive Education Movement” in the 1880s in The United States (Reese, W. J., 2001), Maria Montessori (her book on her method can be accessed here), Cecil Reddie who particularly influenced Germany where he used progressive education to create a modern mixed learning model that included physical exercises, education, and arts.

The Nordics have paid special attention and started to implement the progressive education in the mid 1900s. In Demark educators saw the child as an individual in his own right that should be brought to become a tolerant member of the society (Christennsen). In later notes, Danish educators emphasized the importance of visual expressions produced by the children, but also what they called inborn creativity, meaning that every child is allowed to produce their type of art, songs or drawings.

Presently, Danish universities take pride in the progressive education they provide students. For example, during master programs students are encouraged to work in groups, and group projects are seen as the new norm. Every student is allowed to develop his own ideas, debate them with his peers, and consult with the professor on a need-basis. During lectures, professors are using various multimedia formats, from visuals, videos, online quizzes and group work. External lecturers and experts are brought regularly to stimulate Q&A sessions and drive active knowledge making.

While digital tools are important, the progressive education conceptualization was not invented BECAUSE of it. Technology serves rather as a tool and the way it is used can reinforce a present-day progressive education movement.