In a significant move to bolster its international educational standing, Finland will allow students to complete their general upper secondary education entirely in English starting in August 2026. This initiative, spearheaded by the Finnish National Agency for Education, is part of an overarching strategy by the government led by Prime Minister Petteri Orpo to improve access to educational opportunities and attract international students.
One of the key components of this initiative is the introduction of an English-language version of the Finnish matriculation examination, slated to be launched in 2028. Petri Lehikoinen, Counsellor of Education and Head of Unit at the Finnish National Agency for Education, explained that the move reflects Finland’s commitment to enhancing its global appeal and addressing the needs of students who struggle with Finnish or Swedish language proficiency.
The groundwork for this ambitious educational reform was laid when legislative changes were passed by the Finnish Parliament in December 2024, amending both the Act on General Upper Secondary Education and the Act on the Matriculation Examination. Following this, a new national core curriculum for English-language general upper secondary education was published on March 20, 2025. This curriculum marks a pivotal step in implementing the changes envisioned by the government.
Under the new regulation, establishments wishing to offer English-language upper secondary education must develop local curricula in accordance with the national core curriculum. Importantly, applications for formal authorization to offer such education must be submitted to the Ministry of Education and Culture at least one year prior to the anticipated start date. This structured process is designed to ensure quality and alignment with national educational standards.
Lehikoinen noted that the English-language education is expected to be primarily introduced in major cities and regional centers where student demand is anticipated to be the highest. However, it's crucial to mention that the English-language track is not aimed at students arriving from non-EU countries solely for study purposes, reaffirming the government’s position to prioritize local educational needs.
Both the English-language curriculum and the Finnish and Swedish-language curricula will cover the same scope of subjects, ensuring that students have a wide array of options throughout their studies. This is a notable distinction from the International Baccalaureate (IB) Diploma Programme, which limits students to six subjects after a preparatory year. As Lehikoinen pointed out, “Both options provide students with an excellent foundation for higher education studies.” He added that which pathway is preferable often comes down to individual student preference.
The reform not only aims to facilitate a smoother educational experience for students with limited linguistic skills but also positions Finland as a welcoming destination for international talent. By expanding options within the educational landscape, the Finnish government is demonstrating its commitment to inclusivity and diversity in education.
The impact of such changes is expected to resonate deeply within both local and global educational contexts, as institutions adapt to meet new requirements and enhance their offerings. This evolution of upper secondary education in Finland signifies a broader trend towards internationalization in education, reflecting global shifts where English serves as a lingua franca.
As the educational community prepares for these upcoming changes, many will be watching closely to see how Finland’s approach evolves and what outcomes emerge in the years ahead. With the English-language curriculum taking shape, students in Finland stand at the threshold of new opportunities, better preparing them for a globalized world.
