Most often, the teacher's immediate community is other teachers teaching in the same degree programme. A fairly permanent community where, for example, a new curriculum is crafted together. In this case, community spirit may be mandatory. It is therefore important that the individual sees the significance of their own activities and involvement and is empowered and motivated by the community's activities.Co-designing teaching or updating the curricula together also increases understanding of what others are doing.
The sense of community can also exist outside the degree programme. Often, loose, low-threshold communities act as a factor that increases the sense of community and at the same time increase wellbeing in communities. This can be the case in university communities, for example, with a group of Aalto teachers participating in pedagogical training at the same time, where they discuss about the development of teaching in a multi-voiced, skillful and multi-perspective manner. In addition to supporting wellbeing, the group works to empower and support agency.