What does didactics mean in school-age educare when staff are given the opportunity to express their views?

Abstract

Despite the global expansion of extended education, a notable lack of didactic theorization and research remains regarding its pedagogical logic and instruc-tional practices. This study aims to develop a theoretical framework by ana-lyzing school-age educare (SAEC) staff's understanding of didactics in rela-tion to the setting's pedagogical mandate. Despite increased regulation and curriculum requirements, models that consider the specific character of SAEC remain lacking. The empirical basis consists of a survey of 352 practitioners, analyzed through thematic content analysis. Findings indicate medium-level knowledge that is often practiced but implicitly articulated. Five themes emerge: pupil-centered teaching, structured instruction, everyday learning, relational approach, and conceptual complexity. Didactics appears as a reflec-tive framework rather than a set of methods, with classical questions (what, how, why) guiding planning and analysis. Informal, situational, and relational learning is emphasized, creating tensions between goal orientation and volun-tary participation. The study concludes that leisure-time didactics expand tra-ditional frameworks by integrating structure and flexibility. Implications high-light the need for collegial forums and context-sensitive frameworks. Future research should include Nordic and international comparisons to develop sus-tainable models for teaching in extended education.