Volume 12 - Issue 61
/ January 2023
61
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DOI: https://doi.org/10.34069/AI/2023.61.01.7
How to Cite:
Kosenchuk, Y., Androshchuk, I., Bakhmat, N., & Kosenchuk, O. (2023). Current trends in school reform in the Republic of
FINLAND. Amazonia Investiga, 12(61), 61-68. https://doi.org/10.34069/AI/2023.61.01.7
Current trends in school reform in the Republic of FINLAND
Tendencias modernas de la reforma de la educación escolar en la República de
FINLANDIA
Received: January 8, 2023 Accepted: February 10, 2023
Written by:
Yuliia Kosenchuk28
https://orcid.org/0000-0002-8069-7375
Iryna Androshchuk29
https://orcid.org/0000-0002-3557-793X
Nataliia Bakhmat30
https://orcid.org/0000-0001-6248-8468
Olha Kosenchuk31
https://orcid.org/0000-0002-1733-5937
Abstract
School education in Finland is considered to be
one of the most progressive in Europe, so using
the experience of local teachers is a relevant task
for the study. The article aims to characterize the
main modern trends of school education reform
in Finland, based on the main globalization
vectors of education system development. The
study uses theoretical methods of scientific
knowledge. The results analyze the main aspects
of Finnish education reforming (tendencies of
independence, consistency, flexibility),
digitalization of Finnish school education,
emphasis on practicality, personality-centered
approachof learning. The conclusions note that a
fundamental aspect of the Finnish education
system reform is the autonomy and autonomy of
teachers.
Keywords: Finland, school education,
transformation, digitalization of the educational
process.
Introduction
Finland is a high performer in the school system
in the Program for International Student
Assessment (PISA). It has also become almost
the only European state to be among the top
countries extremely attractive for research on the
28
Postgraduate Student, Department of Educology and Psychological and Pedagogical Sciences in Borys Grinchenko Kyiv University (Kyiv, Ukraine).
29
Professor, Doctor of Pedagogical Sciences, Department of Labor Pedagogy and Andragogy Institute of Pedagogy in Academy of Special Pedagogy
(Warsaw, Poland).
30
Doctor of Pedagogical Sciences, Professor, Head at the Department of Elementary Education Theory and Methods Faculty of Pedagogics in Kamianets-
Podilskyi Ivan Ohiienko National University (Kamianets-Podіlskyi, Ukraine).
31
Associate Professor, Department of Pedagogy and Psychology of Vocational Education, Faculty of Linguistics and Social Communications in National
Aviation University (Kyiv, Ukraine).
effectiveness of educational reforms, which are
widespread in the European community as the
most effective. Consequently, an analysis of the
main trends in Finnish school reform is important
in view of demonstrating the main solutions that
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can be useful in European education as a whole.
At the same time, current trends in educational
development demonstrate that the educational
process is becoming increasingly globalized and
digitalized, however, Finnish teachers use their
own methods of educational organization based
on basic both traditional (time-tested) forms of
organization of learning activities and innovative
ways of conducting the educational process in
order to improve students' motivation and
curiosity. The article aims to characterize the
main current trends of school reform in Finland
based on the main globalization vectors of
education system development.
Literature Review
The methodological basis of this article is the
work of Finnish scholars, who have highlighted
in detail the main changes and transformations in
Finnish school education. In particular,
Korhonen et al., (2021) described the main
changes in Finnish education during the period of
distance learning. The scholars characterized the
features of e-learning organization and conduct
and described the key pedagogical methods used
in these processes. Korhonen et al., (2021)
focused on the fact that there was a trend in
digital schooling in Finland to support students
and their parents through weekly communication
with teachers. At the same time, the authors
noted that many Finnish teachers found it
difficult to understand modern E-learning
technologies. Therefore, Korhonen et al., (2021)
believe that the main direction of pedagogical
excellence is to increase digital competence and
develop digipedagogical skills.
Saari & Säntti (2017) studied the problem of
digital transformation in education management.
Lavonen (2020) highlighted the key aspects of
the organization of the Finnish Kirikulum, the
main educational document regulating the
provision of educational services. Niemi &
Kousa (2020) explored the use of the case
method in the Finnish educational system.
O’Leary et al., 2019 described the key principles
of special education reform in Finland and
described the impact of these changes on the
emergence of the main educational trends of the
21st century. Vahtivuori-Hänninen et al., (2014)
analyzed the new curriculum for basic school
education in Finland. The work of other
European scholars is also important for this
study. Lemeshchuk et al., (2022) identified
European practices to improve inclusive
education through the prism of experience for
Ukraine. Sork (2020) analyzed the problem of
creating classrooms through the use of
innovative technologies and STEM education.
Zhang & Aslan (2021) analyzed the main
technologies used in education through the prism
of analysis of modern scientific achievements. At
the same time, Prokopenko (2021) characterized
the main technological challenges of future
digital education. At the same time,
Rak-Młynarska (2022) conducted a
comprehensive analysis of current trends in the
development of the educational environment.
Skakun (2021) explored key aspects of future
teachers' digital literacy. Babych et al., (2022)
used empirical analysis to identify features of
improving teaching methods. However, the
future perspectives of the Finnish school model
through the lens of borrowing experiences in
responding to globalization challenges remain
understudied aspects of the problem.
Methodology
Pedagogical theoretical methods of scientific
knowledge were used to write this article. In
particular, based on the dialectical method of
reforming school education in Finland is
considered as a dynamically developing and
improving process. At the same time, as a result
of using the deductive method the transition from
general statements to the formation of our own
hypotheses and judgments was carried out. Based
on concretization the main trends of reforms in
Finnish education were characterized. The main
method was the method of abstraction, with the
help of which the main value principles of the
modern Finnish school education system were
defined. The methodological basis of the article
is also based on the content analysis of modern
pedagogical literature. The research is also
formed on the principles of objectivity,
systematicity, and abstraction.
Results
Key aspects of the Finnish education reform
system: trends toward autonomy, coherence,
flexibility
The Finnish primary and school education
system is showing strong results in the
effectiveness of the reforms implemented
(Lavonen, 2020). Finnish education policy is
based on several strong principles that define the
key strategic directions of Finnish education:
trust, responsibility, autonomy, autonomy,
coherence, fairness, flexibility of
standardization, etc. (See Figure 1).
Kosenchuk, Y., Androshchuk, I., Bakhmat, N., & Kosenchuk, O. / Volume 12 - Issue 61: 61-68 / January, 2023
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Figure 1. Basic Principles of School Reform in Finland.
Article authors’ development
In particular, trust and responsibility are central
foundational aspects. Particularly in Finnish
secondary and elementary school, the programs
and their own courses are created by the teachers
themselves, taking into account local criteria
(community history, nature, etc.) (Korhonen et
al., 2021). Such courses and programs are not
approved at higher levels. The key is the
responsibility of the educator, who divides the
topics into three years, adding his own courses,
deciding when and what students will study in his
discipline. The above system works at all levels
of schooling. Despite this, teachers can team up
to discuss different programs so that a logical
schedule can be formed (O’Leary et al., 2019).
Another principle of school organization in
Finland is autonomy. It refers to the fact that
learning organizers are generally responsible for
the learning process as well as for its quality and
effectiveness (Lavonen, 2020). In particular,
there are no mandatory guidelines that relate to
the number of students in a class, for this reason,
the teacher-organizers are free to form and
determine the composition of the student group
on their own. At the same time, local
governments determine the amount of authority
delegated to schools: the latter have the right to
provide educational services in accordance with
their administrative and organizational
frameworks and concepts for the development of
future education, subject to the basic
responsibilities and functions stipulated by law
(Lavonen, 2020). Many organizational situations
(expenditures, recruitment) are the responsibility
of the educational institutions themselves. As
noted above, teachers have a great deal of
autonomy when conducting classes. In addition,
they can decide for themselves which methods,
forms of work, or technologies to use in teaching.
Teachers have the right to choose textbooks,
manuals, and other teaching materials.
The coherence factor is an important aspect,
which provides for the coherent interaction of the
sectors and forms the basic conditions for stable
education management. The Finnish educational
system is seen by the government as an important
part of society's activities, so that quality
education is essential for solving basic problems
such as eliminating inequality, reducing poverty,
improving sustainable economic development,
and the competitiveness of the state (Lavonen,
2020). A key strategic underlying aspect of
educational reform in Finland is the principle of
equity. It is about shaping and supporting a
socially equitable school network that offers all
students equal opportunities for quality education
(Maier & Schmidt, 2015). Primary and
secondary schools offer all children not only
excellent educational services, but also
psychological counseling, health and nutrition
care, and various special or inclusive education
services (Korhonen et al., 2021; Bešić, 2020). At
the same time, the criterion of duration is aimed
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at the formation of responsibility for the stable
observance of the indicated strategic directions
of the transformation of the Finnish educational
system. This principle also influences the
formation of long-term development
perspectives, a strategic vision (Sork, 2020). The
management process cannot be limited to day-to-
day management and administration but aims at
the formation of responsibility for the observance
of the selected guidelines and directions of the
educational system transformation in Finland.
The last important principle is the flexibility of
standardization. It means that the State Board of
Education forms and determines the key goals
and content of education, approves the national
curriculum, and the school can choose its own
methods of implementing the goals.
Modern practical implementation of
educational reforms in Finland in the
dimension of paradigmatic change:
practicality, person-centered approach, a
game form of learning.
Educational reforms have been underway in
Finland for more than 40 years. The first results
were obtained back in the early 1990s
(Sahlberg, 2010). Among others, the figures of
the founders of the reform stand out. For
example, educational advisor Ari Markus Pokka
now is working as the CEO of the Finnish
Education Institution. He is a prominent teacher
and author of “Top Class : Finnish School
Leadership and Management”. Another founder
of Finnish educational reforms was
Pasi Sahlberg, an education expert, author of the
book “Finnish Lessons: What can the world learn
from educational change in Finland?”, professor
at the University of New South Wales in
Australia. Also he worked at Harvard
University and at the World Bank, he was the
director of the Centre for International Mobility
in Finland. Ari Antikainen is a
professor emeritus of educational sociology at
the University of Eastern Finland and a non-
fiction writer with coauthor Anne Pitkänen
described history of Finnish education reforms
(Antikainen, 1990).
The high quality of education is shaped by many
factors. Note that every child receives free
schooling (Bohuta, 2022). Despite this, all
educational institutions in any part of Finland are
well equipped and equipped. This contributes to
the development of digital competence in both
teachers and students (Kosenchuk, 2022). At the
same time, the teaching profession is not only
prestigious but also well-paid. The most
important factor is that the school system has a
strong practical orientation that meets
international standards (Lavonen, 2020).
Consequently, teachers in Finland are not based
on students learning a lot of information, as is the
case in other countries, but on acquiring practical
knowledge and the ability to use it in life.
In schools, education begins at age seven and
lasts nine years. Schooling is a compulsory level
of education for the entire population. The first
six years of elementary school are taught by a
single teacher, the other three years by specific
subject teachers. After its completion, students
take the so-called matriculation examination, a
nationwide test for pupils. After high school, oral
students can enter a lyceum or a specialized
college. After completing high school, students
take examinations and are eligible to continue
their studies at universities (Lapada et al., 2020).
Most upper secondary school graduates go on to
universities. Note that Finland has no specialized
secondary education, a fact that makes the
transition to the Bologna model of unifying the
status of higher education institutions much
easier. Besides, in Finland, there is no strict
division into the public and private sector of
education, because there are very few non-state
educational institutions.
In this system, the state holds the key by issuing
the so-called curricula, which contain obligatory
questions, topics, hours, and performance criteria
(Vahtivuori-Hänninen, et al., 2014). Such
documents are frameworks because they form
the strategy of the educational movement. The
curriculum entails describing the teaching of
topics rather than subjects. This is done in order
to explain certain processes, phenomena through
the prism of different sciences to the student.
This helps to make learning more focused on the
formation of critical thinking, becoming more
practical, taking into account the specifics of the
terrain. The learning process itself is organized as
a “spiral,” that is, each new topic (new
knowledge) is based on the previous one (Fromm
et al., 2021). When organizing education in
Finland, it is taken into account that the most
effective format of education for children is the
direct play form of learning. In the first three
years of education, teachers focus on learning
games. It should be noted that before the sixth-
grade students are not evaluated (there is any
assessment of academic performance) because in
one class children with high mental abilities and
children with better physical skills can study
(Niemi & Kousa, 2020). Thus, the Finnish school
system (including elementary education) focuses
more on the development of students' creativity,
critical thinking, social skills, and thinking
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outside the box than on the acquisition of specific
theoretical knowledge (Niemi & Kousa, 2020).
So, a key trend in the Finnish educational system
is the process of objectification of education, the
content of which was the integration of children
with different conditions in a single school with
the aim of full internal differentiation of learning
(Korhonen et al., 2021). It is about the fact that
the student enters the school of residence, thus
eliminating the criterion of “statutory” schools
because all educational institutions are equipped
with the same material and technical base (which
is based on innovative technological
innovations). One of the objectives of school
education is to develop students' self-esteem and
critical thinking skills. At the same time, the goal
of providing increased self-awareness and
learning skills through an understanding of the
importance of academic progress in students'
mastery of academic topics is realized.
The trend toward digitalization of education
began with the beginning of the Covid-19
pandemic (Honcharova, Kutishchev &
Berezovskaya, 2020). Teachers in Finnish
schools were given basic digital tools to organize
distance learning: phones and laptops. Devices,
software is important for the structure of the
digital school day. Teachers described the use of
different ways of communication, in particular
chat rooms such as Wilma, WhatsApp are
common in Finland. At the same time, distance
learning was organized on the basis and online
platforms, in particular: Microsoft Teams,
Google Classroom, Pedanet, etc. (Korhonen et
al., 2021).
In Finland, there are several forms of digital
learning in primary and secondary schools: in
particular, teacher-led learning, which includes
videoconferencing with various innovative
educational tools. Teachers predominantly
follow the typical lesson structure, which starts
with a homework check (Lapada et al., 2020). A
key feature of digital education in Finland is that
teachers use many game resources and tools,
which improves students' attention and
motivation to learn, especially at the elementary
level. A special feature of Finnish distance
schooling is that teachers set special tasks for
students to reflect on, after which they were
allowed to leave the collaborative session and
reflect on the solution of an issue on their own or
to stay online and get help from the teacher.
A separate important part of digital education is
student independent work. Teachers guided
students to work independently using daily
tutorials and guidance in core subjects
(Cavalcanti et al., 2021). In doing so, older
students are allowed to choose a topic for
independent work to be presented later in an
online meeting. The importance of independent
work in art and work-based learning is
particularly important. Basic guidelines for
independent tasks are posted on a platform
accessible to students. Note that the same
guidelines and instructions were usually also
communicated to parents via the Wilma platform
(Korhonen et al., 2021).
A separate form of digital work organization is
individual guidance. The main goal of individual
guidance is to “befriend” the students and to
notice everyone's individuality. In Finland, there
are several methods of providing individual
guidance, in particular, it can be implemented by
personal tutoring at the end of online classes.
Another type of individualized guidance is when
students can call the teacher at a specific time.
Individual guidance can also take place at the
teacher's initiative: when the teacher notices that
a student needs support (Korhonen et al., 2021).
In Finland, the practice of teachers calling
students weekly for the duration of quarantine
restrictions was in effect, so that they would
know about possible needs for counseling or
support (See Figure 2).
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Figure 2. A model for the implementation of digital learning in schools in Finland.
Authors’ development
At present, the organization of stable digital
education on online platforms is not active
(compared to the period of quarantine
restrictions). However, the digitalization of
school education in Finland has received several
other manifestations, in particular, teachers often
set different tasks using modern educational-
game resources. The practice of digital
communication between student and teacher is
also relevant (Fromm et al., 2021). In Finland,
the digitalization of educational space,
organization of digital workflow, and
implementation of digital management in the
education management system are actively
taking place.
Discussion
As has been demonstrated in the results, modern
Finnish teachers have broad autonomy and
autonomy in their teaching. Many European and,
importantly, Finnish researchers agree with this
statement (Korhonen et al., 2021; O’Leary et al.,
2019). This, in turn, affects the formation of the
trend of decentralization of the educational
system in Finland. According to Lavonen (2020),
decentralization directly allows teachers to
address issues at the local level in the global
context of the national curriculum, strategy, and
program implementation. Note that the processes
of centralization and autonomy are closely
related to the Finnish model of explaining teacher
professionalism as well as the status and
importance of teachers and education in Finnish
society. However, let us agree with Lavonen
(2020) that decentralization and the relative
autonomy of teachers influences the fact that the
preparation of national strategies is difficult.
Vahtivuori-Hänninen et al., (2014) demonstrated
that in the Republic of Finland, the core
competencies of the 21st century have been
introduced into the school system through the
development and implementation of a common
national educational program. However, studies
by Finnish scholars have pointed out that despite
current trends in the development of digital
education, there is still a need to develop
digipedagogical skills in Finland. This
requirement requires the updating of curricula.
However, now in Finland the digitalization of
education takes place not at the level of the
learning environment, but at the level of
organization and management of educational
services. Nevertheless, the current curriculum
does require teachers to develop digital skills.
According to Lavonen (2020), this curriculum is
prepared at the national level, but it is
implemented at the local levels. Consequently,
teachers improve their digital skills through
participation in international educational
projects, internships, and digital and information
literacy courses.
Note that the major teaching institutions are
responsible for overseeing the professional
training of teachers. Mandatory secondary
education is supported in many ways. First,
teachers are involved in preparing the curriculum
and influencing the development of teacher
education in general. They can also organize
professional learning through the mentoring
system and the organization of various pilot
projects. In addition, teachers can participate in
many meetings, conferences at the national and
local levels, they can also organize special
seminars to support communication between
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teachers and the development of school
education in general. Consequently, we believe
that modern educational reforms in Finland are
aimed at creating a favorable environment for
teachers to develop competencies of the 21st
century: digital literacy, social skills, critical
thinking, logical thinking, etc. Accordingly,
modern curricula are aimed at developing and
shaping these skills in both teachers and students.
Conclusions
Thus, the main fundamental aspects of the reform
of the Finnish educational system are the
autonomy and autonomy of teachers, which is
manifested in the fact that teachers independently
form courses and programs of subjects,
independently decide when and how to study a
particular topic. Teachers also choose their own
textbooks, manuals, and other teaching materials.
The trend of consistency in school education
implies the coordinated activity of educational
spheres, which forms the basic conditions for
stable management of education. In spite of this,
all of the changes that have taken place in
Finland's educational reform system have taken
into account the principle of equity: in all periods
of reform, the creation and support of a socially
equitable school network has taken place.
Since the spread of the Covid-19 pandemic, there
have been trends toward the digitalization of all
learning in Finnish education. What
distinguishes this country's digital schooling
from other European countries is that educators,
despite the online format, have managed to
implement play-based activities using a variety
of learning and game resources. A separate trend
in the development of Finnish digital education
is a person-centered approach implemented not
only in the learning process but also in the
psychological adaptation of students and their
parents to the new digital environment.
An important trend in the Finnish educational
system is the individualization of learning, the
essence of which was the process of integrating
students with different data and conditions in a
single school. This is implemented in order to
complete the internal differentiation of learning.
At the same time teachers use different teaching
methods in order to improve the attention,
motivation of students. Despite this, the main
factor in the reform of Finnish education is the
factor of practicality: Finnish teachers are based
not on the assimilation of theoretical knowledge
by students, as it happens in other countries, but
on getting practical skills, which will be useful
for them in adult life.
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