Primary teachers’ perspectives on the core components of the learning process – perceived and overlooked elements in Estonian primary teaching

Students are increasingly expected to exercise agency across contexts, calling for a broader view of learning. An ecological perspective offers a lens for understanding learning more broadly and for making the complexity of teaching and learning more visible. Drawing on this perspective, this qualitative study examined how primary teachers perceive the learning process through four interrelated components: authentic content, meaningful activities, varied resources, and the application of knowledge. Semi-structured interviews with 20 experienced Estonian primary teachers were analysed using qualitative content analysis. Teachers emphasised supporting authentic, meaningful learning and described ways to address contextual constraints. However, the ethical orientation of content selection was largely implicit, and supporting knowledge application was described as the most challenging, particularly in relation to assessment. This study contributes to understanding the learning process as an interconnected whole, identifying otherwise underemphasised connections and dimensions that warrant closer attention in relation to student agency.