A group of teachers from Hong Kong embarked on a five-week professional development programme at the University of Turku, gaining first-hand experience of Finland’s renowned education system.
The programme, organised by the Global Educational Services at the University of Turku, offered the visiting teachers an immersive introduction to Finnish education system, teacher training and innovative pedagogical approaches, with a focus on self-directed learning.
Over the five-week period, the teachers participated in a series of lectures and workshops covering topics such as the Finnish National Core Curriculum, self-directed learning and leadership in education. In addition, the participants visited local schools to explore learning environments, teaching methods and pedagogical strategies in practice. The Finnish education system, which emphasises student autonomy, inclusivity, creativity and critical thinking, provided the foundation for much of the programme’s content.
Comparing educational approaches with insights from Hong Kong and Finland
Throughout the programme, the teachers from Hong Kong had the opportunity to share their own experiences and perspectives on education, enabling them to reflect on the characteristics and differences between the educations systems and practices in Finland and Hong Kong. Discussions and project work allowed the participants to engage in a cross-cultural dialogue with Finnish trainers and education specialists who provided insights into the system and practices in Finland.
As the programme progressed, the participants quickly noticed certain differences between the systems in Hong Kong and Finland. Rather than viewing one as better than the other, the teachers recognised that each system has its own characteristics and priorities, shaped by cultural and social contexts.
“In Hong Kong, the focus is on the examinations, on the performance, on the students’ grades. But here, I think that what the students have learned is more important than the examinations,” says Sohail one of the participants of the training programme.
“There is a difference between education as a means to gain knowledge or as a means to be the top. In Hong Kong the nature of education is very competitive. Everyone wants to be better than the other because of the whole environment, whereas in the Finnish schools equity and equality is put forth more so that everyone is moving at their own pace, but at the same time, everyone is moving together,” Sohail explains.
Observing Finnish schools
An integral part of the program involved school visits, starting with local city schools in Turku and later expanding to the Turku Teacher Training School. During the visits, the teachers from Hong Kong observed classroom practices, participated in lessons, and interacted with both Finnish teachers and students. They explored different teaching and learning methods, including phenomenon-based learning and ways to support self-directed learning skills.
During the school visits, the participants observed lessons ranging from environmental studies and handicrafts to English and mathematics, providing them with a broad understanding of how Finnish education prioritises holistic development. They also shadowed teachers and engaged in collaborative lesson planning, gaining practical insights into day-to-day teaching activities in Finnish schools.
The visits also delved into topics such as the utilisation of technology in education both inside and outside the classroom. In addition, the participants explored how Finnish schools address social challenges such as bullying through the KiVa Antibullying Program.
Matthew, one of the participants in the training program, notes how the school visit highlighted the structured and thorough approach of teacher training in Finland:
“In Finland, teachers are required to have a degree, and many of them decide early on that they want to pursue a career in teaching. They are clear about their path, knowing that after completing their studies, they will become teachers. This clear process seems to foster a high level of trust in teachers because the Finnish system ensures that those training to become teachers are well-prepared. We have education degrees and teaching diplomas in Hong Kong as well but teacher training is not as immersive as in Finland,” Matthew explains.
The programme culminated in the development of independent projects, where the Hong Kong teachers prepared and presented school-based initiatives inspired by their time in Finland. The final days of the visit were devoted to reflection and consolidation, with participants sharing their experiences and feedback in group discussions.
All in all, the training programme not only enriched the professional skills of the visiting teachers but also deepened the educational exchange between Finland and Hong Kong, strengthening global collaboration in educational development.
