læring

Læring is the Norwegian term for learning. In educational science and psychology, it refers to the process by which individuals acquire knowledge, skills, attitudes, and values through experience, study, and instruction. Læring is characterized by durable changes in capability or understanding that result from practice, feedback, and reflection.

Læring can occur deliberately in formal settings such as schools and universities, or incidentally in informal contexts such as work, family life, and media use. It can be explicit, goal-directed learning, or implicit, arising from everyday activity. The spectrum includes formal, informal, and lifelong learning, reflecting that development continues across the lifespan.

Several theoretical traditions have sought to explain how learning happens. Behaviorism emphasizes observable change in behavior driven by reinforcement. Cognitivism focuses on internal mental processes of encoding, storage, and retrieval of information. Constructivism and social constructivism argue that learners build meaning through experience and social interaction. Experiential learning models, such as Kolb’s cycle, emphasize reflection on concrete experience. Situated learning highlights the role of context and community in acquiring knowledge.

Neurologically, læring involves neuroplasticity, memory encoding, consolidation, and retrieval. Effective learning strategies include spaced repetition, retrieval practice, feedback, and metacognition.

In policy and practice, læring informs education design, workforce development, and digital learning. Contemporary trends include e-learning, microcredentials, and lifelong learning initiatives that aim to expand access and personalize instruction.