Finnish Education: Teaching Methods
August 16, 2025
Education systems worldwide are grappling with the challenge of preparing students for a rapidly changing future, yet few have managed to achieve what Finland has accomplished. For decades, Finnish schools have consistently ranked among the top performers globally, not through an obsession with standardized testing or rigid accountability systems, but by embracing a philosophy centered on trust, equity, and innovation. At the heart of this success lies an approach to teaching that is fundamentally different—one that empowers teachers, respects learners, and integrates methods designed to develop holistic, future-ready individuals.
The teaching methods in Finnish schools reflect a deep understanding of how learning actually happens. Rather than prioritizing rote memorization and passive listening, Finnish classrooms are laboratories of curiosity, collaboration, and creativity. Students engage in inquiry-based exploration, project-driven work, and phenomenon-based learning that breaks down traditional subject barriers. These approaches transform classrooms into dynamic ecosystems where knowledge is not simply transmitted but actively constructed by students, with teachers acting as facilitators and guides.
What makes these methods innovative is their grounding in research and their alignment with the realities of modern life. While many education systems remain tied to rigid subject divisions and exam-driven learning, Finland focuses on developing transversal skills such as critical thinking, communication, collaboration, and digital competence. Methods like phenomenon-based learning and student co-design encourage learners to tackle authentic, real-world problems, bridging the gap between theory and practice. This integration ensures that students are not only academically competent but also adaptable, creative thinkers prepared for complex global challenges.
These methods also stand out for their commitment to equity and inclusion. Differentiated instruction and formative assessment ensure that every learner progresses according to their needs without stigma, fostering a sense of security and motivation. Play-based learning and outdoor education emphasize well-being, showing that academic success and happiness are not mutually exclusive. By embedding these principles in everyday teaching practices, Finland demonstrates that an education system can be both high-performing and deeply humane.
Perhaps the greatest strength of these teaching strategies is their coherence. They are not isolated innovations but part of a larger vision where curriculum, teacher autonomy, and assessment policies work in harmony. Teachers in Finland enjoy professional trust and the freedom to adapt these methods to local contexts, which sparks creativity and innovation at the school level. This structural design ensures that innovation is sustainable, not a passing trend or top-down directive.
The results speak for themselves: Finnish students perform strongly in international assessments while reporting high levels of well-being and engagement. More importantly, they graduate with skills that go beyond academic achievement—resilience, adaptability, and the capacity for lifelong learning. In a world where knowledge becomes obsolete quickly, these qualities are more critical than ever.
In essence, Finland’s integration of these teaching methods represents a powerful rethinking of what education should be. It shifts the focus from short-term test scores to long-term competence, from teacher-centered instruction to learner-driven inquiry, and from rigid control to professional trust. This combination of pedagogical innovation, systemic coherence, and societal values makes the Finnish education system not only one of the best in the world but also one of the most inspiring models for the future of schooling.
Unique Strength: Breaks down subject silos by teaching real-world themes through an interdisciplinary approach, making learning relevant and connected to life outside school. It nurtures systems thinking, creativity, and collaboration.
Unique Strength: Puts curiosity at the center of education. Students learn to ask questions, investigate, and construct understanding, building critical thinking and research skills for complex problem-solving.
Unique Strength: Encourages long-term, meaningful work that integrates multiple skills. Students manage time, collaborate, and produce authentic outcomes, fostering ownership and deep engagement.
Unique Strength: Keeps joy in learning alive, especially in early education, while developing creativity, emotional regulation, and resilience. Hands-on experiences ensure knowledge retention and foster curiosity.
Unique Strength: Builds social intelligence and teamwork skills through structured group tasks. Students learn to communicate, negotiate, and take collective responsibility, mirroring real-world work environments.
Unique Strength: Guarantees equity and inclusion by tailoring learning to each student’s ability without segregating them. Every learner feels supported, maintaining high motivation and reducing achievement gaps.
Unique Strength: Transforms assessment into a continuous improvement process, reducing stress and promoting growth mindset. Focuses on feedback and self-reflection instead of grades and competition.
Unique Strength: Uses technology creatively and purposefully, not as a substitute for teaching. Students gain digital literacy and innovation skills, while traditional learning remains balanced with outdoor and hands-on tasks.
Unique Strength: Extends learning beyond classroom walls, linking education to nature and sustainability. Improves mental health, concentration, and teaches ecological responsibility, a core Finnish value.
Unique Strength: Empowers learners by making them partners in education, fostering agency, self-regulation, and democratic participation. Students shape their learning experience, increasing relevance and motivation.
Phenomenon-Based Learning organizes education around real-world phenomena rather than isolated academic subjects. Instead of teaching math, science, and history separately, PhBL combines them into interdisciplinary projects that explore a central theme or question (e.g., “Climate Change,” “Migration,” “Digitalization of Society”).
Integration Across Disciplines: Subjects lose rigid boundaries; instead, concepts from different domains are applied together.
Student-Driven Inquiry: Students actively research, discuss, and present their understanding rather than memorizing teacher-delivered facts.
Authentic Contexts: Learning mirrors real life, where problems are complex and multi-faceted, not confined to single subject silos.
Collaborative Design: Teachers plan projects together across departments—e.g., math teacher handles statistics while language teacher guides report writing.
Enhances Deep Learning: By exploring a real phenomenon, students learn to connect ideas across domains.
Boosts Motivation: Relevance to real life increases engagement and curiosity.
Develops Transferable Skills: Students practice critical thinking, problem-solving, and collaboration in contexts that simulate real-world complexity.
Future-Ready Competence: Reflects modern job roles, where interdisciplinary thinking is essential.
Step 1: Select a Phenomenon: Choose a theme meaningful to students and society (e.g., “Food and Sustainability”).
Step 2: Map Interdisciplinary Links: Identify how multiple subjects contribute (biology → nutrition, economics → cost of food, ethics → fair trade).
Step 3: Co-Plan as Teachers: Allocate roles for guiding students through different aspects.
Step 4: Student Inquiry Process: Students form research questions, collect data, and create products (presentations, reports, videos).
Step 5: Showcase & Reflect: End with an exhibition or public presentation; include peer and self-assessment.
Adopted Nationally: Since the 2016 curriculum reform, PhBL is mandatory at least once a year in Finnish schools.
Student Response: Surveys show higher engagement compared to traditional lessons. Students appreciate the freedom to explore and collaborate.
Teacher Insights: Initially challenging for planning, but teachers report improved student motivation and creativity. Many schools now integrate digital tools and community partnerships (e.g., working with local businesses) into PhBL projects.
Inquiry-Based Learning emphasizes learning through questioning, investigating, and discovery rather than passive reception of knowledge. Teachers act as facilitators, guiding students in exploring problems they themselves frame.
Student-Led Questions: Students identify what they want to learn within the topic.
Exploration Over Delivery: Focus on how to find answers, not memorizing ready-made solutions.
Iterative Thinking: Students test hypotheses, adjust approaches, and reflect on findings, building scientific habits of mind.
Encourages Curiosity: Students are more engaged when they drive the learning process.
Builds Critical Thinking: Learning shifts from consuming information to constructing understanding through evidence.
Supports Autonomy: Students develop self-regulation skills—planning, monitoring, and evaluating their work.
Develops Research Literacy: Prepares students for academic and professional environments where inquiry is key.
Step 1: Pose a Big Question: Teacher introduces a broad theme (e.g., “Why do seasons change?”).
Step 2: Student Questions: Students brainstorm sub-questions and select those most relevant.
Step 3: Plan Investigations: Students decide what data they need and how to collect it.
Step 4: Conduct Research: Use books, experiments, interviews, or digital resources.
Step 5: Share Findings: Students present results through posters, videos, or reports.
Step 6: Reflection: Discuss what worked, what didn’t, and what could be improved.
Embedded in Science and Social Studies: Inquiry is the standard approach in these subjects, starting in early grades.
Real-World Integration: Many schools use local environments (forests, museums) as inquiry labs.
Student Feedback: Students report feeling like “real researchers”, which boosts confidence and engagement.
Teacher View: Teachers highlight improved critical thinking but note it requires time and strong classroom management to guide autonomy effectively.
Project-Based Learning is a long-term, student-centered approach where learning happens through designing and completing real-world projects. Instead of working through isolated lessons, students tackle a complex question or problem, applying multiple skills to produce a tangible outcome (a product, presentation, or community action).
Extended Duration: Projects often span several weeks or months, allowing deep engagement.
Authentic Purpose: Projects address meaningful problems, often linked to community or societal issues.
Integration of Skills: Combines academic content with creativity, teamwork, and problem-solving.
Assessment Embedded in Process: Students are assessed on planning, execution, and reflection—not just final results.
Promotes Ownership: Students feel responsible for meaningful work.
Builds Soft Skills: Collaboration, time management, and negotiation are as important as academic content.
Improves Knowledge Retention: Active creation cements learning better than passive memorization.
Connects School to Real Life: Students see immediate relevance of their studies.
Step 1: Define a Driving Question: E.g., “How can we reduce plastic waste in our school?”
Step 2: Plan with Students: Create timelines, define roles, and set clear goals.
Step 3: Research & Creation: Students gather information, brainstorm solutions, and create products (campaigns, prototypes).
Step 4: Public Sharing: Present work to peers, parents, or local authorities.
Step 5: Reflect & Evaluate: Discuss what was learned academically and socially.
Common Across Subjects: Schools regularly assign cross-disciplinary projects; some schools run “project weeks” twice a year.
Community Involvement: Projects often involve local businesses or NGOs (e.g., sustainability campaigns).
Student Reaction: Students appreciate the sense of agency and teamwork; motivation spikes when projects have real-world impact.
Teacher Insight: Requires more planning but reduces behavioral issues as engagement rises.
Learning through play and hands-on experiences is central in early childhood education and integrated into primary schooling. Activities are structured to combine fun with academic and social objectives.
Play as a Learning Strategy: Not just recreation; play develops cognitive, social, and motor skills.
Experiential Tasks: Students learn through doing—role-play, experiments, and real-life problem-solving.
Outdoor Emphasis: Schools often take learning outside, even in winter, promoting connection with nature.
Supports Brain Development: Neuroscience shows play improves executive function and creativity.
Reduces Stress: A playful environment fosters joy, making learning enjoyable and meaningful.
Builds Social Competence: Group games teach negotiation, empathy, and communication.
Boosts Motivation: Students naturally engage when activities are fun and interactive.
Structured Play in Early Years: Use games for numeracy, language, and storytelling.
Role-Play in Older Grades: Simulate business negotiations, historical events, or science labs.
Outdoor Activities: Conduct math lessons by measuring distances in playgrounds or study ecosystems in nearby forests.
Gamification: Turn lessons into challenges or quests using points, badges, or digital tools.
Foundation of Early Education: Children spend significant time outdoors daily, even in sub-zero temperatures.
Integrated in Higher Grades: Teachers use experiential elements like simulations or experiments for abstract concepts.
Student Impact: Play-rich environments boost curiosity and reduce anxiety, creating confident learners.
Teacher Perspective: Play is seen as essential for creativity and resilience, not a distraction.
Collaborative Learning is a method where students learn together in pairs or small groups, solving problems, completing projects, or discussing ideas to achieve shared learning goals. Unlike simple group work, collaboration requires equal participation, shared responsibility, and interdependence.
Structured Group Dynamics: Students are taught collaboration skills—negotiation, empathy, leadership.
Active Participation: Each member contributes to the outcome, and accountability is mutual.
Teacher as Facilitator: Teachers design group tasks carefully to ensure fairness and inclusion.
Builds Social-Emotional Skills: Students learn how to communicate, resolve conflicts, and respect diverse views.
Promotes Deeper Understanding: Explaining concepts to peers reinforces learning.
Increases Engagement: Group challenges make lessons more interactive and less isolating.
Prepares for Real Life: Mirrors teamwork required in workplaces and communities.
Step 1: Define Clear Group Goals: E.g., “Design a model of a sustainable school.”
Step 2: Assign Roles: Each member has a responsibility (leader, researcher, presenter).
Step 3: Monitor Process: Teacher checks on equal participation and guides where needed.
Step 4: Reflection: Groups discuss what worked, what didn’t, and how they can improve collaboration.
Regular Use: Collaboration is embedded in most classroom activities—especially in science, social studies, and arts.
Assessment Approach: Teachers often evaluate group process alongside the final product.
Student Feedback: Most students report feeling more engaged and less anxious when working in teams.
Teacher Insight: Initially challenging for introverted students, but structured roles help include everyone.
Differentiated Instruction means customizing content, process, and pace to match individual student needs within the same classroom. It ensures that advanced learners are challenged while those who need support receive it—without segregation.
Proactive Design: Teachers plan multiple pathways for learning, not one-size-fits-all lessons.
Inclusive Philosophy: All students learn together regardless of ability.
Dynamic Assessment: Teachers continuously observe and adjust tasks based on progress.
Prevents Failure Early: Students get help before problems become severe.
Motivates All Learners: Advanced students don’t get bored; struggling ones don’t feel left behind.
Supports Equity: Ensures every child has a fair chance to succeed without lowering standards.
Flexible Grouping: Rotate groups based on learning level for certain tasks.
Tiered Assignments: Offer core tasks for all and enrichment for advanced learners.
Choice Boards: Allow students to select tasks that fit their interests and readiness.
Learning Profiles: Teachers maintain notes on student strengths, weaknesses, and preferences.
Strong Support Structures: Differentiation is supported by special education teachers and classroom assistants.
Cultural Acceptance: Students do not feel stigmatized for receiving help—extra support is normalized.
Teacher Practice: Teachers use formative assessment daily to adjust content for individuals.
Impact: Finland has one of the lowest performance gaps between top and bottom students globally.
Formative assessment in Finnish classrooms is assessment for learning, not assessment of learning. It involves continuous feedback loops, helping students understand their progress, strengths, and areas for improvement rather than assigning grades for ranking purposes.
Feedback-Oriented: Focus on descriptive comments, not just marks or grades.
Student Participation: Learners engage in self-assessment and peer feedback regularly.
Non-Punitive: Mistakes are treated as part of the learning process, encouraging risk-taking and creativity.
Integrated into Lessons: Assessment happens during activities, not as separate high-stakes tests.
Supports Growth Mindset: Students see learning as progress, not judgment.
Reduces Stress: No constant fear of failure or standardized tests.
Improves Learning Outcomes: Immediate feedback helps students correct mistakes before they become habits.
Strengthens Teacher-Student Dialogue: Assessment becomes a conversation, not a verdict.
Observation and Feedback: Teachers circulate during tasks, offering suggestions.
Learning Journals: Students reflect on what they learned and what they still need help with.
Rubrics and Success Criteria: Make expectations clear and transparent for self-evaluation.
Peer Review: Students evaluate each other’s work using agreed criteria.
No Standardized Tests Until Late: National exams only occur at the end of upper secondary education.
Widespread Practice: Narrative feedback replaces grades in early grades (1–6).
Student Perception: Learners feel empowered; they understand what quality work looks like and how to improve.
Teacher Perspective: Requires planning but significantly boosts engagement and autonomy.
Finnish schools integrate digital tools and blended models to complement traditional teaching. Technology is not for passive content delivery; it is used for active learning, creativity, and collaboration.
Creativity Over Consumption: Students create digital content (videos, blogs, podcasts) rather than just watching lessons.
Purposeful Use: Technology enhances pedagogy; it doesn’t replace teachers.
Balanced Approach: Screens are balanced with hands-on activities and outdoor learning.
Develops Digital Competence: Prepares students for a tech-driven world.
Supports Differentiation: Adaptive platforms adjust tasks based on student ability.
Encourages Engagement: Gamification and interactive tools motivate learners.
Promotes Global Collaboration: Students work on projects with peers in other countries.
Coding from Early Grades: Introduce block-based coding platforms like Scratch.
Digital Storytelling: Students create video reports or podcasts on research topics.
Blended Projects: Combine classroom discussion with online collaborative platforms (Google Classroom, Teams).
Virtual Exchange: Connect with partner schools globally for joint projects.
Nationwide Access: High-speed internet and 1:1 device programs in many municipalities.
Curriculum Integration: Digital competence is a transversal skill embedded in every subject.
Teacher Training: Teachers receive guidance on pedagogical tech use, avoiding over-reliance on gadgets.
Outcome: Students gain strong ICT literacy while maintaining balance with real-world experiences.
Outdoor and environmental learning integrates nature-based experiences and real-world environments into academic instruction. It treats the natural and built environment as an extended classroom.
Frequent Outdoor Classes: Learning often happens outside, even in winter, promoting resilience and well-being.
Hands-On Environmental Education: Students engage in ecological projects, fieldwork, and community sustainability initiatives.
Connection to Culture: Emphasizes Finnish values of nature, sustainability, and balance between life and learning.
Boosts Concentration and Mood: Exposure to nature improves mental health and learning capacity.
Encourages Real-Life Application: Students see science, geography, and sustainability concepts in action.
Supports Physical Well-Being: Reduces sedentary behavior, improves health, and teaches outdoor skills.
Nature Field Studies: Conduct biology lessons in forests or wetlands; measure water quality in local streams.
Math in the Outdoors: Teach geometry by mapping school grounds or measuring distances.
Eco-Projects: Involve students in recycling campaigns, composting, or energy audits for the school.
Seasonal Learning: Embrace seasonal phenomena—snow-based experiments in winter, plant growth tracking in spring.
Institutionalized Practice: Schools integrate outdoor activities from kindergarten onward.
Everyday Habit: Even primary classes spend daily time outside regardless of weather.
Community Integration: Collaborations with environmental organizations are common.
Impact: Teachers report fewer behavioral issues, and research shows higher engagement and creativity in students.
Student Co-Design involves giving learners a role in shaping their learning environment, projects, and sometimes even curriculum content. It empowers students to take ownership of education.
Shared Decision-Making: Students influence what topics they study and how.
Agency and Responsibility: Learners set personal goals and monitor their progress.
Authentic Dialogue: Teachers treat students as partners, not passive recipients.
Boosts Engagement: Students are motivated when learning aligns with their interests.
Develops Self-Regulation: Planning and reflecting teach executive function skills.
Promotes Democracy: Reinforces societal values of participation and equality.
Class Meetings: Discuss upcoming projects; vote on themes.
Flexible Assignments: Let students choose the format of final products (e.g., video, essay, podcast).
Personal Learning Goals: Students create and track their own progress plans.
Student Councils: Influence school-level decisions, from events to learning resources.
Institutional Norm: Schools systematically involve students in planning theme weeks and project modules.
Teachers’ Role: Guide, don’t dictate—teachers help align student ideas with curriculum goals.
Impact: Students report a sense of empowerment, leading to higher engagement and creativity.
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