A Systematic Review on Teacher Training in Finland Higher Education: Centering the Learner, Innovating Practice

Abstract

The training of higher-education teachers in Finland has become an international reference for simultaneously centering the learner and stimulating pedagogical innovation. This systematic review synthesizes 60 empirical studies on Finland programs (2010-2025) to describe their core elements and operational strategies, some of which have been measured. Findings illustrate a coherent architecture resting on three foundations: (1) research-grounded, master-level curricula that integrate substance with pedagogical and technological knowledge; (2) obligatory, extended practicums in training schools where student teachers enact collaborative, problem- and phenomenon-based approaches under peer and mentor coaching; (3) institutional ecosystems that recognize continuous inquiry, digital experimentation and interdisciplinary collaboration. Active learning cycles, reflective journaling and formative feedback and co-design of assessment criteria operationalize learner-centeredness resulting in high self-efficacy for graduates with respect to differentiation and inclusivity. National policies assure autonomy; iterative design processes are afforded time and resources, while longitudinal data connects upon improved university student engagement, completion and employability. It concludes that Finland’s integrative, equity-oriented reforms are scalable when systemic coherence, selective recruitment and sustained investment are replicated, while proposing a research agenda on cultural transferability, digital equity and post-pandemic resilience.