The Finnish way: A journey of change, collaboration, and courage

Imagine an education system that does not only prepare students to pass an exam but also awakens their curiosity, unlocks creativity, and improves humanity. This is the Finnish education system in a nutshell. The blog discusses the insights shared by world renowned Finnish educator Professor Pasi Sahlberg (2025) during his lecture “Finnish Lessons for Change Agents” for the first-year CE students at the University of Helsinki on September 22, 2025. The views expressed here are our interpretations of the talk and as such may or may not reflect the views of Sahlberg himself. 

The transformation of Finnish Education: from inequality to equity 

Let’s travel back in time to the 1940s. Finland was rebuilding after the war, and the need to develop education was recognized. However, by the 1960s, Finland initiated a reform to unify the system and align it with national welfare. It was not just about creating a uniform structure but making sure all children irrespective of their background would have the opportunity to succeed.  

This started to change in 1980s when Finland realized that curriculum alone would not be enough to bring real improvement in education but rather in the hands of the teachers. Teachers were recognized as true professionals, given the freedom to shape their classrooms and the respect they deserved. This was a revolutionary change that would later become a model in the global education systems.  

As Professor Pasi Sahlberg (2025) explained, “The goal of Finnish education reforms was national welfare and equity, not mere competition”. Instead of following the global trend of standardized testing and market-driven policies, Finnish reforms centered on providing equitable access to education for all students.  

GERM vs The Finnish way: A clash of educational philosophies 

The Global Educational Reform Movement (GERM) promotes market-driven, standardized approaches to education, including school choice and test-based accountability. However, Finland did not choose the easiest way and went on with what they believed in: equity, collaboration, and humanistic values. The Finnish model challenges the notion that success in education can be achieved solely through competition. Instead, it focuses on the holistic development of each child where collaboration, creativity, and professionalism are prioritized. 

Professor Pasi Sahlberg (2025) has highlighted that Finland’s approach is a direct counterforce to GERM, demonstrating that “collaboration, creativity, and professionalism” are the real drivers of any educational change. Unlike the competitive market-oriented policies elsewhere, Finland’s system fosters cooperation among educators and creates a learning environment that promotes equal opportunities for all over efficiency.  

The core pillars of Finnish Education: what makes it unique 

Why is the Finnish system so special then? The system has a number of principles that have contributed to its success: 

- Humanistic view of education: In Finland, education has not been about memorizing facts and passing tests. It is about fostering curiosity and creativity among students. Professor Sahlberg (2025) emphasized the idea that teaching and learning should be systematically tailored to the needs of every student, acknowledging their individual differences. Finnish education also promotes students being able to learn at their own pace which guarantees them a personalized form of learning that suits their needs, which can hardly be observed in a more rigid system. 

- Equity as a policy priority: The key to success lies in its equity-based policies. Finland has maintained inclusivity by providing adequate support for students with special needs to ensure no student is left behind. 

- Collaborative professionalism: Teachers in Finland work together, not in isolation. Rather than competing with each other, they collaborate and share strategies on how to support their students’ learning. According to Professor Sahlberg (2025), collaboration with teachers rather than confrontation is the way to achieve better outcomes.   

Challenges in the Finnish system: Not all smooth sailing  

Although the Finnish system is often considered as a model for others, it is not without its challenges. Professor Sahlberg compared the system to the Nokia syndrome. Just as Nokia once dominated the mobile market but later struggled to innovate, Finland too became complacent in its educational success. As Professor Sahlberg (2025) notes “Nokia had lost much of its creative capacity when previously set dreams had been fulfilled”. Similarly, Finland’s education system which was once at cutting edge has faced periods of complacency, perhaps relying on past achievements. 

There have also been increased psychological, emotional and cognitive issues among students due to the rise of digital media. Such distractions compete for the attention of students, making the students unable to concentrate on their studies.  

Additionally, Finland too is experiencing budget cuts since 2010 which has resulted in larger class size and reduced student resources in special needs. These budget cuts undermine the equity that was once central to the Finnish system. 

PISA scores and the decline: A wake-up call 

The PISA has long been an indicator of educational success worldwide, and Finland was once a leader in these rankings. However, in recent years, Finland has experienced a decline in its PISA scores, particularly after 2020. What is behind this downturn? 

While the answer to this question certainly is multifaceted, one of the major factors of this downfall appears to be the COVID-19 pandemic. The shift to online learning and increased digital distractions combined with budget cuts seems to have resulted in  a decline in educational outcomes. The thoughts expressed by professor Sahlberg indicate that these disruptions are not only impacting on Finland but also on the entire education system worldwide.  

The reduction in PISA scores is a lesson to the fact that even a system which has been well-developed can be susceptible to unpredicted challenges. This brings us to an insightful quote shared by Professor Sahlberg from an astronaut who went to the moon for 8 days but spent 8 months there. When asked how this was possible, the astronaut replied, “90% of our training is preparing for the unexpected.” This quote highlights the importance of strength and adaptability in education. The unexpected is inevitable and one should prepare against it just as the astronauts make preparations before they go into space. 

Why is this quote so powerful? It addresses the significance of being ready to face difficulties that are about to come even if they cannot be predicted. The education system must evolve and adapt to the unexpected. The COVID-19 is the perfect example of an unexpected challenge that disrupted educational norms, including Finland’s renowned system. The decline in PISA scores indicates how it is possible to become vulnerable to situations that are not planned.  

Overcoming the decline: training for the unexpected  

As Finland faces these challenges, the “Be the best at getting better” mindset shared by Professor Pasi Sahlberg remains crucial. Far more important than ranking placement is the set of values underpinning an educational system. Finland’s future lies in preparing for the unexpected, continuing to innovate at the local level, strengthening collective autonomy and agency, and fostering deeper collaboration among educators. This means building adaptability into the system, something that has never been more important in the wake of the global pandemic.  

Conclusion 

The Finnish way of education is more than just a model; it is a mindset. A mindset that values curiosity, creativity, and humanity. It is about trusting teachers, supporting students, and most importantly, building a system that prioritizes people over profits. By studying the lessons from Finland, we can start imagining an education system where every student is supported, and every teacher is empowered to adapt to the unforeseen challenges that will undoubtedly arise in future.  In his inspiring talk, professor Sahlberg also offered CE students ideas for thinking about educational change tapping into the very core of the Changing Education programme. 

References 

Sahlberg, P. (2025, September 22). Finnish lessons for change agents [Lecture]. University of Helsinki. 

Sahlberg, P. (2021). Finnish lessons 3.0: What can the world learn from educational change in Finland? (3rd ed.). Teachers College Press.