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A computer science teacher working within study circles and courses is responsible for planning, implementing, and follow-up of teaching in computer technology and digital skills. Common tasks include creating course materials, adapting teaching to participants' levels, and introducing basic and advanced digital tools. Instruction often occurs in small groups and may include practical exercises and theoretical components. The work environment varies between study associations, adult education, and private training providers, where teachers often switch between classroom settings and remote teaching via digital platforms. Flexibility and the ability to motivate participants with different backgrounds are central to the professional daily life.

A teacher in computer science at high school is responsible for instructing students in areas such as programming, database management, networking, digital skills, and IT security. The role involves planning and delivering lessons, supervising projects, and assessing and grading student performance. In addition to teaching, the job often includes mentoring, development discussions, and collaboration with colleagues to develop the school's digital profile. The work environment is typically classroom- and lab-based, where technical equipment and digital tools are used daily. The balance between independent work and collaboration is clear, and workload can vary depending on the schedule and term planning.

A teacher in computer science at the primary school is responsible for introducing students to digital tools, programming, and basic IT skills. The teaching includes both practical and theoretical elements, where students learn about digital security, information searching, and how computers work. Lessons are often planned in collaboration with other subject teachers to integrate digital competence across the curriculum. The work environment is typically classroom-based but can also involve working in computer labs or with mobile devices. A good pedagogical ability, technical competence, and the ability to adapt teaching to different age groups and skill levels are required.

A teacher specializing in dance, theater, and drama in primary school works to inspire and develop students' creativity through performing arts and movement. Tasks include planning and delivering lessons in aesthetic subjects, leading projects and performances, and adapting pedagogy to different age groups and individual needs. The role often involves collaboration with colleagues in other subjects, as well as coaching students for performances or assessing their achievements based on artistic and pedagogical criteria. The work environment is characterized by a dynamic and creative atmosphere but can also present challenges related to resources and scheduling.

A teacher in dance, theater, and drama within study circles and courses is responsible for leading and inspiring participants in creative and artistic expressions. Tasks include planning lessons, guiding groups and individual participants, and creating a safe and stimulating environment where participants can develop their skills. Teaching often takes place in smaller groups and can range from introductory courses to more advanced levels within dance, theater, or drama. The work is pedagogical and creative, with the ability to adapt teaching to participants' needs being central. The work environment varies between different educational organizations, cultural centers, and training providers, but is often characterized by flexibility and close contact with participants.

A teacher in construction and civil engineering is responsible for educating high school students and adult learners in vocational subjects related to the construction industry. The work includes both theoretical instruction and practical activities, where students learn about construction techniques, safety regulations, material science, and work methods. Lessons often alternate between classrooms, workshops, and sometimes construction sites. Teachers in this field collaborate closely with colleagues, school management, and sometimes with companies to ensure that the training meets industry requirements and changes. The work environment is varied and can involve both physical and pedagogical challenges, with safety and adaptation to different student needs being central.

Teachers in art subjects at high schools are responsible for planning, implementing, and evaluating teaching in subjects such as art, form, design, and visual communication. The tasks include practical and theoretical components, allowing students to develop their creativity and artistic expression. In addition to regular teaching, supervision of projects, grading, and collaboration with colleagues on interdisciplinary projects are common. The work environment is characterized by creative workshops, studios, and classrooms utilizing both technical and artistic resources. Contact with students requires pedagogical skill and the ability to inspire young adults towards self-expression and reflection.

A teacher in clothing and textile professions instructs students in practical and theoretical aspects related to textiles, fashion, sewing, and design at upper secondary vocational programs or adult education. Tasks include planning and delivering lessons, supervising students in workshops and sewing studios, and assessing and documenting their skills and progress. The profession requires both pedagogical skill and deep industry knowledge within textiles and clothing production. The work environment is often creative and hands-on, with access to modern machines and materials. Collaboration with colleagues, contacts with industry, and sometimes supervising students during internships are important parts of the role.