SDG4 Seminar 2026 "Equity in Education"

Welcome and Introduction (E101 Aula – hybrid)

• Marja-Leena Laakso, Vice Rector (University of Jyväskylä)
• Marja-Kristiina Lerkkanen, Dean (Faculty of Education and Psychology, University of Jyväskylä)

Keynote (E101 Aula – hybrid)

Presentation 1: Countdown to 2030: 2026 GEM Report on Access and Equity in Education

• Anna Cristina D'Addio (UNESCO)

Presentation 2: Involving ALL children in decision-making in education: why that matters more than ever

• Laura Lundy (Queen's University Belfast)

This presentation will focus on the role of human rights law  in ensuring that all children are involved in decision-making in education.   It will discuss Article 12 of the UN Convention on the Rights of the Child and Article 7 of the UN Convention on the Rights of Persons with Disabilities before reflecting on why it is particularly important for children and education systems that all children are included and involved in educational decision-making. The presentation will draw on examples of good practice, with a focus on children whose behaviour is  considered to be challenging or disruptive.

Parallel Workshops

Workshop 1: Designing With, Not For: A Learner-Centered Approach to Advance Access and Equity

• Facilitator - Elizabeth Crawford (University of North Carolina, Wilmington)

  This interactive virtual workshop explores how learner-centered approaches can support more equitable education systems by placing learners’ voices, experiences, strengths, and needs at the center of educational decision-making. Drawing on global evidence about why children and youth disengage from and drop out of school, the session considers how educators and school leaders can be better prepared to recognize and respond to the barriers learners experience. Through examples from diverse international education contexts and U.S. teacher preparation, the session highlights human-centered design (HCD) practices that help educators listen to and empathize with learners, understand challenges from their perspectives, and design more responsive and inclusive learning environments. Participants will engage in discussion and hands-on application of HCD practices to explore how designing with, rather than simply for, learners can help create educational environments where all learners have opportunities not only to access education, but also to participate, belong, learn, and thrive.

Workshop 2: Title (TBA) 

• Facilitator -  ARTE Network

Workshop 3: Title and Speaker (TBA)

Workshop 4: Title and Speaker (TBA)

Workshop 5: Title and Speaker (TBA)

Panel Discussion (E101 Aula – hybrid)

Multi-Layer Perspectives on Marginalized Learners: Understanding Barriers and Advancing Educational Equity

Convenor: TBA

Keynote (E101 Aula – hybrid)

Cracks in the image of the educational model country: (anti-)racism in Finnish basic education

• Saara Loukola (University of Helsinki) & Hai Nguyen (University of Turku)

Finnish education has long been lauded as an example of what quality education looks like, and how equality can be integrated into the schooling system. What kind of factors have contributed to the idea of Finland as educational model country? What kind of practices and policies are employed to support educational equity? Nevertheless, there are also cracks in the image that have begun to form. Schooling in Finland has been the center of attention in the past decade: there has been worry over Finland’s declining PISA ranking, about unrest in schools, segregation between and among schools, and the growing learning gap between genders. But what are the often avoided cracks challenging the image of the educational model country for inclusive and equitable quality education?

In this keynote, we focus on the different ways how racism manifests in Finnish education. This urgent need has been addressed by research in Finland, as well as countless efforts conducted by BIPOC activists and actors and allies. We exemplify how racism functions as a structuring force throughout the Finnish educational system. This is not only limited to children’s schooling but also addresses adult basic education, emphasizing the need to also focus on equity for all learners.  In addition, within this scope, we present possibilities to antiracism.

We give examples of antiracism by focusing particularly on the institutional, communal and epistemic level. At different levels (respectively), we discuss teachers’ responsibilities, pupils and students coming together to resist racism, and challenging epistemic authorities. With these examples, we urge teachers, teacher educators and policy makers to consider possibilities, policies and practices that better recognize racism and epistemologies of the marginalized.

Parallel Workshops 

Workshop 1: Student Thesis Presentation [1] 

Workshop 2: Student Thesis Presentation [2]

Workshop 3: Student Thesis Presentation [3]

Workshop 4: TBA

Panel Discussion (E101 Aula – hybrid)

Internationalization and Recruitment – How can Higher Education Institutions ensure equity in Finland?   

• Convenor: Finnish Society for Development Research (FSDR) and Finnish University Partnership for International Development UniPID

Finland increasingly positions itself as an attractive destination for international students. While the internationalization agenda has expanded opportunities for students from around the world to study in Finland, it is evident that access to higher education alone does not guarantee equitable outcomes.  International students (may) face vulnerabilities related to social isolation, limited support networks, discrimination, financial pressures and challenges in navigating unfamiliar educational, administrative, and labour-market contexts. Students receiving scholarships that only partially cover their tuition fees may experience considerable pressure to progress successfully in their studies while simultaneously securing sufficient income to support themselves.  In some cases, these vulnerabilities can increase the risk of exclusion, precarious living conditions, and exploitation. These challenges very often affect students from the Global South, who already have invested significant financial, social, and personal resources in pursuing a degree and building a future in Finland. In addition, these students may feel a strong sense of responsibility towards family members who have contributed financially to their education, creating further pressure to succeed.   

This roundtable examines the relationship between internationalization, equity, integration and student protection in Finnish higher education. The session explores how institutions, and universities more specifically, can move beyond student recruitment and academic support to foster genuine inclusion, labour-market readiness, social belonging, safety, and well-being. The roundtable discussion asks: What responsibilities do higher education institutions have to ensure that international students can study, work, and live safely in Finland without facing exploitation, vulnerability and exclusion? And how can these responsibilities be translated into concrete practices and support structure?  

Taking a critical perspective on this highly relevant societal issue, the roundtable places international students' experiences, safety and protection at the center of the conversation. Through student voices, expert insights and audience participation, the session invites participants to reflect how Finland can move from providing access to education towards ensuring equitable opportunities, meaningful inclusion and long-term well-being for all students. The goal is to identify concrete actions that higher education institutions and their partners can take to strengthen support systems, promote ethical internationalization, and advance educational equity.    

Panellists - TBA

Coffee Break (provided)

Learning Café (E101 Aula – hybrid)

Feedback session (E101 Aula – hybrid)

Closing Words (E101 Aula – hybrid)

• Anna-Maija Poikkeus (Faculty of Education and Psychology, University of Jyväskylä)