Applying Finnish Teaching Techniques for Undergraduate Students: Challenges to the context of higher education management in Thailand
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Abstract
This academic article has three objectives: to review and synthesize the key principles of Finland's education system, to analyze the feasibility of their application in the Thai higher education context, and to present practical recommendations for instructors, educational institutions, and policymakers. The study employs a narrative literature review drawing on relevant sources in both Thai and English.
Finland's education system has gained international recognition, particularly through its PISA results during the 2000s–2010s, when Finland consistently ranked among the highest-performing nations. The literature review identified five key principles supported by theoretical foundations and empirical evidence: (1) an assessment philosophy emphasizing Formative Assessment and authentic assessment, (2) a culture of trust and professional autonomy for teachers, (3) Inquiry-Based Learning, (4) Collaborative Learning, and (5) cross-disciplinary integration through Phenomenon-Based Learning.
However, applying these principles involves two significant challenges: cultural barriers related to Thailand's high Power Distance Index, and structural barriers concerning assessment systems and resource constraints. Direct transfer of practices without contextual adaptation is therefore unlikely to be effective in practice. The article presents recommendations at three levels — classroom, institutional, and policy — emphasizing gradual, incremental change aligned with existing policy frameworks such as the Thai Qualifications Framework for Higher Education (TQF) and AUN-QA criteria.
The conclusions presented are primarily based on the literature review and require further confirmation through empirical research in the Thai higher education context. This article aims to serve as a starting point for academic dialogue and as a foundation for future research.
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