Beyond deadlines and grades: 5 lessons about studying in Finland 

You’ve packed up your life and moved to Finland, or you’re planning to, maybe from thousands of miles away. It’s natural to arrive with certain expectations, imagining it to be similar to what you’ve experienced before. But what is it really like? In this blog post, I share my first-hand experience as an international student discovering the reality of studying in Finland.

Although I had learned some facts about the Finnish education system during my Bachelor’s studies in Education, I still expected university life to be similar to my previous experiences: fast-paced deadlines, exams, and the constant pressure to prove myself through grades. Coming from a system where academic performance is often seen as a measure of worth or success, and a pathway to opportunities, I aimed to be a “good student”, staying on top of deadlines and achieving high marks. Like many international students, I felt a quiet pressure to demonstrate that I was “smart enough and worthy of this opportunity”, not only to my professors but also to the people who believed in me back home. 

However, I found something quite different. From the very first semester, I noticed subtle but meaningful differences in how learning was approached. It wasn’t just about deadlines and grades anymore, it was about growth, trust, and balance. The focus had shifted. I wasn’t pushed to perform; instead, I was encouraged to reflect, question, and “take ownership” of my learning. Moreover, I wasn’t constantly evaluated or compared to others; I was invited to take my time and enjoy the process. Here are 5 lessons about studying in Finland, from my experience as a master’s student in the Education and Learning programme, and how they have reshaped my vision of my own learning process. 

1. What matters is the process

One of the biggest shifts for me was realizing how flexible the academic structure can be. While deadlines are still important, they are not always rigid. If you’re feeling overwhelmed or struggling, it’s okay to ask for more time. Most professors are open to dialogue, willing to give extensions, and even allow for resubmission of assignments or retaking exams up to three times. When you reach out for help, you’re not treated like you’ve failed. In fact, professors encourage us to engage deeply with the material, ask questions, and apply our critical thinking skills in various ways—even if that means taking more time or making mistakes. The process of requesting extensions or retakes is simple, respectful, and free from shame. 

This kind of flexibility does not lower academic standards; instead, it enhances the level of trust between students and teachers. This flexibility allowed me to take a breath. I wasn’t learning out of fear; I was learning because I wanted to. It also taught me to be more aware of my limits and remember to prioritize my well-being. 

2. A culture of trust and autonomy

A refreshing aspect has been the level of autonomy given to students. You are expected to take responsibility for your own learning, but there is also a strong element of trust. There is no constant supervision, and you won’t be reprimanded for honest mistakes, all within a framework of mutual respect. For someone used to a system where teachers or administrators control every detail, this may feel strange at first, but also empowering. 

This trust fosters confidence. It feels as though professors believe in your ability to organize and manage your time and studies. This is evident, for example, in the freedom to take as many credits as you wish each semester (of course, there is a certain number of credits suggested based on your study plan) and the option to take elective courses in any faculty or department. Overall, this experience has made me feel like I truly belong and have a voice in the academic space, and I am trusted for it. 

3. No constant competition

In many education systems, grades are at the center of everything: students compare them, parents inquire about them, and they often define a person’s identity and even access to certain opportunities. In Finland, grades exist, but they are not the main focus. There is very little sense of competition or comparison; instead, people collaborate, share resources, and support each other without the pressure of comparing grades or striving to be the best. 

In one of our first lectures, a professor commented: “Here, grades are not that important, for example, when looking for a job. They might matter if you wish to pursue a PhD, where a minimum mark in your master’s thesis is required. But, generally, your GPA will not be a determining factor in accessing opportunities”. 

This approach reduces pressure and helps students concentrate on learning for understanding rather than seeking external validation. Without the constant stress of ranking, a calm and respectful environment is created, allowing students to feel safe in asking questions, admitting confusion, and focusing on their paths. 

4. Critical thinking over “correct” answers

In many of my lectures and assignments, I have the opportunity to connect the topics to my own interests and experiences. There is room for personal reflection, alternative viewpoints, and interdisciplinary approaches, especially since I share classes with students and professors from different parts of the world. This approach is highly valued and even required: to present and elaborate your viewpoint coherently and consistently, drawing from reliable sources and in alignment with the topics of the courses. 

Bringing my own voice into assignments made academic tasks feel meaningful and engaging rather than mechanical. I am able to connect my studies to real-life experiences. What I value most is the opportunity to learn from diverse perspectives brought by classmates from different backgrounds and nationalities, which truly broadened my vision. Previously, my understanding of education was limited by the local reality of my home country, but this experience has allowed me to grow both intellectually and personally. 

5. You’re a whole person, not just a student

What truly sets the Finnish study environment apart is how much it respects your life outside of academics. There’s time and space for other parts of life: physical activity, friendships, enjoying nature, cooking, resting enough, and personal growth. You’re encouraged to be a full human being, not just a study machine. From CampusSport to mental health services and peaceful study spaces, you’re gently and constantly reminded that your well-being matters. 

You’re not just expected to succeed—you’re supported in doing it sustainably. 

Finally, I must honestly confess that studying in Finland hasn’t erased my academic habits overnight, yet. I still pressure myself sometimes, as I’m still figuring things out. But now I can say that I am more aware of it, and I believe in my own process. Here I’ve learned that education can be built on trust, not fear; on curiosity, not competition. 

If you’re an international student thinking about studying in Finland, know this: it’s not just a place to earn a degree. It’s a place where you can breathe, reflect, and learn beyond deadlines and grades.