European Parliament  February 2026

Our Visit to the European Parliament 

As it happened last year,this year we were  were also invited  by the Memmber of the European Parliament ( MEP) Ohiane Agirregoitia Martínez  (  Euzko Alderdi Jertzalea ( EAJ) ).

The  first day of our trip to visit the European Parliament had finally arrived. We arrived in the late afternoon, around 6 p.m, full of excitement and ready to explore and learn about the European Parliament. It was away to understand what being European citizen means. 

Visit to the Grand Place Brussels

Our first stop was the stunning Grand Place in Brussels, one of the most beautiful squares in Europe. Surrounded by magnificent guild houses, the impressive Town Hall, and breathtaking historic buildings, the square immediately caught  our attention. Its golden details and rich history make it a UNESCO World Heritage Site and a true symbol of the city.

Enjoying Grand Pace 

After enjoying the atmosphere of the Grand Place, we headed back to the hotel for dinner. We spent the evening relaxing and getting ready for the bext  big day ahead wgere we discovered Brussels and learnt about the working of the Eurooean Community. The first day of our trip to visit the European Parliament had finally arrived. We arrived in the late afternoon, around 6 p.m., full of excitement and ready to explore.

 Each corner told us a story from is history hidden behind. This experience provided us with a richer perspective and a crucial context for better understanding the educational environment where we will soon carry out our job shadowing.  

Walking by the Baltic Sea

After our visit to Porvoo, we returned to Helsinki and took time to stroll along the harbor. We  also saw SkyWheel  and Uspenski ortodox church. The atmosphere of it, with its boats and market stalls, made us connect with Helsinki's  identity.

 A taste of Finnish Tradition

To end the day, we treated ourselves to two traditional Finnish dishes: a creamy salmon soup and a roasted rainbow trout,  These wo tastes of Finnish cuisine gave us a cultural immersion in Finnish cruisine.

Exploring  Turku 

Exploring Turku allowed us to immerse ourselves in the rich cultural heritage of Finland. We walked through the streets of the Old Town,  in which we were brought bback in time, discovering historic buildings, riverside warehouses that told us the story of the city’s past. 

 A Journal through Findland's Nedieval Heritage

We visited  Turku Castle and we learnt about Finland’s medieval history, highlighting the strategic importance of the city as a gateway to the Baltic Sea. The exhibitions and preserved rooms illustrated how Finnish society has evolved over the centuries.

Arrival at Märsky, the Finnish School 

We just arrived at Mäkelänrinteen lukio (Märsky) in Helsinki, and we began  our visit! Over the next few days,   explored the classrooms, met teachers and students, observed lessons, and learnt firsthand how the Finnish education system worked .Märsky combines academic learning with elite sports training, giving students the flexibility and autonomy to manage their own studies while developing their talents.

 Tour of Märsky – High-Performance Sports and Academic School

During our visit to Mäkelänrinteen lukio (Märsky) in Helsinki , we had the opportunity to explore all the school’s facilities. Märsky is a unique institution that combines elite sports training with regular academic education, allowing students to develop their athletic talents while keeping up with their studies.

We visited classrooms, sports halls, a fully equipped gym, a swimming pool, outdoor training fields, study areas, and common spaces. 

About the School

The vice principal made us a presentation about school

This Finnish upper secondary school combines flexibility, trust, and student autonomy. The year is divided into five study periods, and students design their own paths, choosing subjects and teachers.

Focused on learning, well-being, and sustainability, the school promotes equality, cooperation, and emotional growth. Guidance and support are constant, ensuring every student thrives.

A model of the Finnish education system — flexible, student-centered, and successful.

 Observing an English lesson 

This English course is optional and includes students from different grades. Each student has their own computer, and mobile phones are left in a box at the beginning of the class.

The lesson started with a group activity: students worked in small teams, taking turns to throw a dice. Depending on the number they got, they chose a task from the box. If they performed it successfully, they earned a point. The topic of the lesson was “Nature and Me.”

As it was the first day of the second period, the teacher did not yet know the students. She went around the class asking their names and gave them one minute to discuss with a partner to get to know each other better. Then, in small groups, they discussed questions such as “Is it okay to keep animals in zoos?”

Taking ideas from the English class      

The students   completed a listening activity, matching short recordings to pictures and writing the animal names in Finnish. They also worked in pairs to fill in phrases and did a Quizlet vocabulary activity about nature and related expressions in English and Finnish. The lesson ended with a Kahoot game and a short discussion about the assessment criteria, agreed upon by the teacher and the students.

Elina( the Finnish English teacher )  teaches four English courses with around 100 students in total (about 30 per class). Classes last 75 minutes, three times a week. If students struggle with subjects, the school offers extra lessons with specialized teachers three times a week. In Finland, it is uncommon for students to take private lessons; instead, they often improve their English through media, watching TV and films in the original language.

Picking up ideas for our lessons.

Later, they completed a listening activity, matching short recordings to pictures and writing the animal names in Finnish. They also worked in pairs to fill in phrases and did a Quizlet vocabulary activity about nature and related expressions in English and Finnish. The lesson ended with a Kahoot game and a short discussion about the assessment criteria, agreed upon by the teacher and the students.

Visit library Oodi 

During our visit to Oodi Library in Helsinki, we discovered a modern, open, and multifunctional space that perfectly represents the Finnish concept of learning and community. More than just a library, Oodi is a cultural and social place where people can read, study, work, or simply relax. We explored its different areas, including reading zones, study rooms, multimedia spaces, and creative workshops equipped with 3D printers and musical instruments. The visit highlighted how Finnish libraries promote accessibility, innovation, and lifelong learning for everyone.

 Reflection on Monday’s Activities

Monday was an intense and enriching day that allowed us to gain a deeper understanding of how Finnish education works in practice. From the presentation about the school’s structure and curriculum to the observation of Elina’s English lesson, every activity reflected flexibility, autonomy, and trust in both students and teachers.

Visiting Oodi Library was  a clear example of how learning can go beyond the classroom, combining culture, creativity, and technology. The day highlighted the importance of student well-being, collaboration, and  learning.

Observation of an Art class.

We observd an Art class which  is compulsory and includes students from different levels. Two students from the Sports program, who hadn’t passed before, were retaking the course. The lesson began with short introductions, where students shared their experiences or interests related to art.

The teacher presented the course program and, after a brief brainstorming session, showed a video about a Finnish graffiti artist, followed by comprehension questions. Later, students discussed a controversial Finnish sculpture located in Helsinki’s harbour, expressing and sharing their opinions with the class 

 Interview with International Tutors

During the session, we met students who shared their views on Finnish education and presented Märsky  Athletics and Education since 1956, the largest sports school in Finland.

They explained that Finnish upper secondary education (lukio) combines academic and vocational studies. At Märsky, students can follow both paths flexibly, completing at least 160 credits and five fully digital matriculation exams through the ABITTI platform, with Mother Tongue and Literature as a compulsory subject.

The school fosters strong cooperation between teachers and students and provides personalized support, including special education teachers, mental and nutrition coaches, and reinforcement classes when needed.

Interview with International Students  II

     As a sports school, it offers morning practices, flexible timetables, and sports-related courses. Every year, awards are given to students who excel in sports, and many professional athletes have studied there. The Urhea Building, a national training center, hosts around 10,000 athletes annually, and Urhea-Koti provides residence for students.

The school also participates in international projects such as Erasmus+ and UNESCO ASPnet, promoting intercultural exchange, peace, and quality education through workshops and collaborative visits. Students also mentioned that they did not have much homework, reflecting the Finnish emphasis on balance and well-being. 

Observation English Writing  Class

 Students learn to write different types of essays, starting with argumentative writing and formal letters (around 700 characters, written on computers.

Their first task was an informal letter about their expectations for the school year, followed by an argumentative essay on studying abroad. Recently, they discussed the topic “Politics and sports should never be mixed.”

The course is voluntary and based on trust, encouraging independent work.

Students also take part in an English Book Club, reading and discussing one book per period, chosen together with the teacher.

Visit he National Library of Finland , Helsinki Cathedral, The Orthodox Church and the Harbour.

We visited the National Library of Finland, a beautiful and historic building that highlights the country’s strong cultural and educational values. Its impressive architecture and vast collections reflect Finland’s commitment to knowledge and learning.

We also visited the Helsinki Cathedral, the Uspenski Orthodox Church, and the harbour. These landmarks offered a clear view of Helsinki’s history, cultural diversity, and daily life by the sea.

 Reflexion on Tuesday's Activities

Tuesday offered an understanding  of how creativity and communication are integrated into Finnish education. Observing the Art and English Writing classes showed how students are encouraged to express their ideas freely, work independently, and take responsibility for their learning.

The visit to the National Library revealed the strong connection between culture, history, and education in Finland, while the walk through Helsinki’s Cathedral, the Orthodox Church, and the harbour provided a broader view of the country’s cultural and architectural richness.

Overall, it was a day where creativity, and cultural appreciation defines Finnish education.

Observing English Speaking Skills Class

At the beginning of the course, students took part in an ice-breaking activity, working in pairs to talk about something they did yesterday. The goal was to build confidence and encourage interaction in English.

During the lesson, they also prepared and presented short speeches on topics such as “Something you should do but haven’t done yet” and “Something that causes or has caused stress.” Throughout the course, and before their final examinations, students work on different speaking tasks to earn a certificate of completion.

The class continued with a warm-up on idiomatic expressions and a listening activity.

 Finally, we asked students about their reasons for choosing the course and their expectations for improving their speaking skills.

  English Module II – First Class of the Second Period

The teacher began the lesson by explaining the program of the subject. This class serves as preparation for the Matriculation Exam. After the explanation, students opened their laptops and started working independently.

They first completed a vocabulary activity and then listened to a short audio track about a type of food, where they had to guess a specific word.

Task 2: Students worked in pairs, taking turns to ask and answered questions. After that, they read a text about different kinds of food from around the world. 

Throughout the class, students worked silently and autonomously, following instructions carefully. The teacher was not interrupted at any point. Even when the teacher briefly left the classroom, the students continued working on their tasks as if she were present.

Observing an Spanish Class

We introduced ourselves to the class, explaining where we came from and what we were doing in Finland. We initially started the lesson in Spanish, but had to switch to English since it was the students’ second Spanish class and they had no prior experience with the language.

The students then completed an activity related to the different Spanish speaking countries. The teacher highlighted the differences in pronunciation between European Spanish and Latin American Spanish, helping the students become aware of these variations.

 Meeting with the Students' Counsellor 

We had a conversation with  the students' counsellor.She explained to us that  in Finland, students have the option to combine secondary education and vocational education in a flexible program that typically lasts three years, requiring a minimum of 150 credits. Compulsory studies account for 94–102 credits, while elective studies make up 48–56 credits. The academic year is divided into five periods plus summer, providing a structured yet adaptable framework. Each guidance counsellor is responsible for approximately 200 students, offering personalized and flexible support to meet the individual needs of each student.

Visit to Suomenlinna Island A Cultural and Historical Experience

As part of our Job Shadowing experience in Finland, we had the opportunity to visit Suomenlinna, a historic sea fortress located  just off the coast of Helsinki. This visit provided a unique chance to connect with Finnish culture and history beyond the classroom. Walking through the fortified walls, tunnels, and historic buildings, we gained an understanding of Finland’s strategic importance in the Baltic Sea and its military history.

The island also offered insight into everyday Finnish life, as Suomenlinna is home to a small residential community, local cafés, and artisan shops. Exploring these spaces allowed us to observe how Finns integrate historical preservation, tourism, and daily life seamlessly, reflecting their respect for heritage, nature, and community.

Walking along the  coastal paths, we could also appreciate Finland’s emphasis on nature, open spaces, and sustainability, values that are worked in their educational system.

 Visiting Suomenlinna was more than a cultural excursion; it enriched our Job Shadowing experience by providing a broader context for understanding Finnish society, history, and educational practices. 

Reflection on Wednesday’s Activity

Wednesday’s activities provided a valuable opportunity to observe Finnish educational practices in action. Meeting with the student counsellor allowed us to understand how guidance and support are integrated into the school system, emphasizing personalized attention and student autonomy.

Observing the lessons in English, French, and Spanish highlighted the emphasis on active participation, student engagement, and independent work. Students demonstrated responsibility and self-management, completing tasks silently and efficiently, even when the teacher briefly left the classroom.

This experience reinforced the importance of autonomy, structured guidance, and flexible teaching methods in promoting effective learning. It also offered insights into how cultural values, such as respect, independence, and collaboration, are embedded in Finnish classrooms. 

Discussion on Digitalization I 

During our visit, we were shown the English Matriculation Exam, a six-hour assessment that includes multiple listening and reading tasks, an audio-based production of 217 words, a response to a prompt, and a writing task requiring students to tell a story. The exam is very similar to the First Certificate (B2 level), although the English teacher noted that its difficulty is closer to C1. The exam is highly comprehensive and demanding.

We also had a discussion about digitalization in Finnish schools. Most students use digital books, and even exams are conducted on computers. The Biology teacher told us that he  used a combination of digital and paper book, and mentioned that he encouraged students to occasionally set aside their computers, pay attention to his explanations, and take handwritten notes. Interestingly, many students do not bring pens to class. He also observed that Biology answers are now generally shorter than in the past.

 Discussion on Digitalization II

Similarly, a Mathematics teacher explained that she used both paper and digital books. She would like students to come to the whiteboard more often, but her lessons were constrained by time, especially since some courses lasted only six weeks. Students had a mix of long and short Mathematics courses. Overall, while students enjoy digital books, they did not mind using paper books for certain tasks.

One English teacher highlighted that she preferred paper books for in-class corrections because students has to correct exercises with the whole class, whereas with digital books they often corrected themselves individually. In a class survey, only a few students preferred paper books. For exams, however, teachers agreed that online exams are preferred, as they are easier to grade.

Subject: Introduction to Finnish Society (English II)

The class began with a presentation of ourselves, explaining why we were participating in the Job Shadowing program. The teachers then asked the students to share the most recent news about Finland that they could recall. One student mentioned the recent recession in the Finnish government.

Next, the teachers asked us to share news about Spain. We discussed the difficulties young people face in accessing housing. One of the teachers participating in the Job Shadowing asked whether young people in Helsinki experienced the same problem, and the students confirmed that they did, although they said that the government provides some support in this area.

After this discussion, the students read an article about a New Yorker visiting Helsinki in the summer. They had to summarize what they learned and discuss whether they agreed with his impressions.

The class concluded with a pair activity, in which students wrote and discussed a letter to the editor, reflecting on the topics covered during the lesson.

Reflexion on  the job Reflection on Job Shadowing in Finland

The Job Shadowing experience in Finland was very  educational. Observing lessons in different subjects allowed us to see firsthand how Finnish teaching emphasizes student autonomy, active participation, and independent learning.

We also learned about the guidance and counselling system, where students receive personalized support while developing responsibility for their own learning. The integration of digital and traditional tools in the classroom showed a flexible approach to education.

Furthermore, interacting with teachers and students provided insight into Finnish values, such as respect, equality, collaboration, and appreciation for cultural diversity, which are embedded in daily school life.

Overall, this experience gave us practical ideas and inspiration to enhance our own teaching, helping us consider ways to promote student engagement, independence, and cultural awareness in our classrooms.