The COVID-19 pandemic has catalyzed substantial transformation in education, particularly regarding international collaboration. As student and staff mobility ceased almost entirely, Finnish secondary education institutions adapted by embracing a new paradigm: virtual internationalisation. The report Forms and Know-how of Virtual Internationalisation in Secondary Education in Finland (Finnish National Agency for Education, 2021) offers a comprehensive overview of this shift, exploring institutional practices, challenges, and long-term implications.
Disruption and Digital Adaptation
Before the pandemic, international mobility was a well-integrated element of Finnish education policy. In 2019, 10.3% of vocational students and 11.2% of general upper secondary students participated in study or training periods abroad. However, with the closure of borders in spring 2020, such activities were abruptly cancelled. Educational institutions were thus compelled to find alternative, primarily digital, modes of sustaining international cooperation.
What began as a necessity quickly evolved into an opportunity. Schools pivoted toward digital tools and virtual platforms, seeking to maintain the benefits of international engagement in a new format.
Scope and Methodology of the Study
The Finnish National Agency for Education conducted a nationwide survey in autumn 2020, gathering data from 175 institutions—95 general upper secondary schools and 80 vocational schools. In addition, six institutions participated in in-depth interviews to provide qualitative insights.
This mixed-methods approach allowed the study to document both the breadth of institutional responses and the nuanced experiences of educators and coordinators during this period of rapid change.
Modalities of Virtual Internationalisation
A diverse array of digital international activities emerged. Among the most common were:
◦Joint online courses with international partners
◦Collaborative projects via platforms such as eTwinning, Microsoft Teams, Zoom, and Moodle
◦Virtual cultural and language cafés
◦Video presentations, digital exhibitions, and asynchronous student discussions
◦Integration of international themes within subject-specific teaching
General upper secondary schools tended to adopt more interactive and student-centered models, while vocational institutions focused on field-specific, professionally oriented digital collaborations.
Institutional Capacity and Digital Competence
The study revealed that Finnish institutions are well-equipped in terms of digital infrastructure and competence. Over 60% of respondents rated their staff’s digital skills as “good.” Compared to European Union averages reported by the OECD, Finland demonstrated notably higher readiness for digital education.
However, challenges remained, particularly regarding students. While educators adapted relatively quickly, some students lacked either the motivation or the technical confidence to engage fully in virtual international activities, especially in the absence of physical travel as an incentive.
The Promise of Blended Mobility
The introduction of “blended mobility” in the Erasmus+ programme in late 2020 offered a new model, combining virtual engagement with subsequent physical exchange. Although promising in theory, implementation was still in its early stages at the time of the study. Many institutions remained uncertain, citing concerns about logistics, student motivation, and the risk of cancellation due to ongoing travel restrictions.
Benefits of Virtual Internationalisation
Despite early challenges, virtual internationalisation offered several significant benefits:
◦Greater equity: Students who would otherwise be excluded—due to financial limitations, health concerns, or social anxiety—were able to participate.
◦Environmental sustainability: Reduced travel aligned with broader ecological goals.
◦Skills development: Both students and staff enhanced their digital, intercultural, and collaborative competencies.
◦Expanded access: Institutions could engage with a broader network of international partners at a lower cost and with more flexibility.
Notably, students who were typically less likely to travel abroad were often more engaged in virtual environments—suggesting that digital modes can complement and extend the reach of international education.
Structural and Pedagogical Challenges
However, the limitations of virtual formats became evident. These included:
◦Digital fatigue among both students and staff
◦Reduced student motivation without the incentive of physical travel
◦A lack of tested frameworks and models in the early phases
◦Difficulties in establishing new international partnerships
◦Limited sensory and cultural immersion compared to physical mobility
Interviewees expressed concern that virtual interaction lacks the spontaneity, depth, and experiential richness of in-person exchanges. One coordinator observed: “Virtuality is two-dimensional. It lacks the warmth, the light on your skin, the smells, the tastes, the soundscape—it lacks the full, 360-degree human experience.”
Conclusion: Toward a Hybrid Future
The Finnish experience illustrates that virtual internationalisation, while born out of necessity, holds lasting potential. It enables broader participation, fosters new forms of digital competence, and promotes more inclusive and sustainable models of global engagement.
Still, virtual methods should not be seen as replacements for physical mobility. Instead, the future likely lies in hybrid models, which combine the inclusiveness and flexibility of virtual tools with the depth and immersion of physical exchange.
To make this possible, educational institutions must:
◦Integrate international projects into curricula
◦Recognise participation through academic credits
◦Provide structured, user-friendly resources for teachers
◦Foster long-term international partnerships
Finland’s proactive response provides a compelling example for other countries seeking to rethink international education in a post-pandemic world—one where virtual engagement enhances, rather than diminishes, global learning.
Source: Finnish National Agency for Education. (2021). Forms and Know-how of Virtual Internationalisation in Secondary Education in Finland (Reports and surveys 2021:3b). Helsinki: Finnish National Agency for Education.
