Il-LUMA-nating STEM education

I had recently the pleasure and honour to be invited to visit the Royal Society of Edinburgh. A two-day visit was filled with interesting discussions on the national STEM strategy and the impact it is bound to have for future society and wellbeing. There are many similarities between the Scottish and Finnish approach to STEM education. The biggest differences appear to be in Finland’s systemic develop-for-better approach throughout the educational system and strategic thinking to support the development initiatives.

We tend to say in Finland that the future is a collective state-of-mind. We need to work together and especially concentrate to leave no child behind in education. Equality and equity are important to offer all students equal possibilities in education. However, in recent times, students tend to see STEM as important but not worth pursuing as a career choice.

The Finnish way is to have a governmental STEM strategy that is nurtured by governmental programmes, a teacher education vision for 2050, and the Finnish Research, Development and Innovation Roadmap to 2030. It is all about systematic development of STEM and STEM literacy in the population, and connecting STEM to the actual, current events, phenomena and challenges in society and everyday life. It took us too long a time to realise that we need to do this together, involving all stakeholders to influence the governance of school education, and the attitudes of parents and society in general.

Two days in Edinburgh

On the first day of my visit a public event was organised by the RSE to enhance a broad discussion about the similarities and differences in science literacy, and especially science teacher education, between Finland and Scotland. Certain issues common for both countries appeared. The STEM skills of primary school teachers represent a core common focus of interest – especially since reading, writing and mathematical skills are basic requirements for further education and, finally, valued career choices.

When talking about teachers – who are at the core of meaningful STEM education – there is a need to intertwine science and pedagogy skills in science education. This yields positive results for both for teacher practice in schools as well as teacher training at universities. This approach is combined with and underpinned by evidence and inquiry-based teaching, curriculum development, and assessment practices. Why is it so difficult to trust teachers’ skills and to provide them with autonomous decision making in the classroom?

On the second day, during a meeting with the Learned Societies’ Group on Scottish STEM Education (LSG) that discussed the policy aspects of the STEM strategy, the PISA results came up. The lack of interest in science – that has resulted from a steady decline in both the number of students for the sciences themselves and the number of science teachers – is a constantly increasing challenge. Also, identifying evidence-based improvements and evidence-based solutions to be fed back into the system came up in the discussions. How much evidence do we need before it is sufficient for initiating change of practice and attitudes?

One idea that struck me at the LSG meeting followed a comment that was raised on a very interesting and important question related to the discussions conducted during my visit.

“If Finland thinks it is important for the country that there is a STEM strategy to tackle future need of STEM skills and STEM-informed workers to answer the global challenges and technology-related changes in industry or society, why does Scotland not need one?”

My imminent thought was how does Scotland answer this question? How could the RSE help the decision makers to formulate an evidence-based answer? The questions seem to trouble also the LSG members since there appear to be no straightforward answers to these questions. Something needs to be done, but where to begin and how to join up the stakeholders for this?

The LUMA motto is “Together we are more!” I am sure that Scotland can find a common page to turn the dislike and negligence of STEM as education for the future, career choices or innovations. STEM is the future of society, wellbeing – and the best approach to answer the global challenges trying to tackle us all the time.

I wish for policy makers, educators, parents, and children and youth to see STEM as a superpower that helps to solve problems and change society for better. We are still working on that in Finland.

Nevertheless, some issues are clear. Teachers are needed and they can change the world. STEM literacy is essential in the rapidly changing society we now inhabit. With STEM, one can answer the multiple global, multidisciplinary challenges we are facing on Earth.

We need sustainable, inclusive, meaningful and relevant STEM education and lifelong learning. As one B.Sc. student put it in a recent Finnish evaluation of high school STEM programs: “[I] Just love the subject!”. That love changes society and saves the world.

Jan Lundell
Professor (chemistry), Director of LUMA Centre Finland

What is LUMA?

LUMA equals STEM in Finnish.

LUMA Centre Finland is a national network promoting science, technology, engineering, and mathematics (STEM) education. It connects universities, schools, businesses, and society to enhance learning and interest in STEM subjects. The network consists of 11 universities across Finland, and it provides teacher training, student programs, science clubs, and outreach activities to support STEM education from early childhood to higher education. LUMA Centre Finland collaborates with 200 000 educators and learners annually, fostering innovation and scientific curiosity nationwide.

LUMA Centre Finland has been involved in national policy making, curriculum development, as well as development of research-based informal and non-formal science education for over two decades. Moreover, the LUMA Centre Finland activities are connected and intertwined with development and fostering of science teacher and teacher professional development programs in Centre’s participant universities. The Centre also benefits from the 11-university-network as a talent and specialist pool for activities and projects that has the possibility to use the best expertise for planning, realisation and assessment of any STEM related project the Centre takes initiative upon.

You can read more about LUMA and its activities at our website at https://www.luma.fi/en/. There is also a recent book (in pdf) available that describes our national and international STEM science education activities.

Evaluation of higher education in science. Summary of key findings and recommendations, Finnish Education Evaluation Centre (FINEEC).

A note of thanks

Professor Martin Hendry FRSE, convenor of the Learned Societies Group, RSE Vice-President (Public Engagement) and host of Jan’s public event:

On behalf of the Royal Society of Edinburgh and the Learned Societies Group, I’d like to express my huge thanks to Jan Lundell for visiting us (especially amidst his incredibly gruelling international travel schedule), sharing his experience and insights on STEM Education and illuminating the similarities and differences between Scotland and Finland. The picture he presented of the Finnish model, and the key principles and policy framework that underpins it, was truly fascinating, and the discussions revealed many themes and issues common to our two countries. For me, what was most impressive (and perhaps the area where Scotland could learn most from the Finnish approach) was the extent to which STEM Education strategy in Finland is supported by a comprehensive implementation plan and a coherent wider landscape of well-resourced governmental programmes – with stability and continuity across different political adminstrations.

I believe Scotland could learn a great deal from this fully joined-up approach, and this message aligns closely with the key findings of two recent RSE reports: on “Education and Skills 2050: Future Proofing Scotland” (published in September 2024) and “Gaps, Overlaps and Challenges” (published in June 2025). This latter report sets out to review the education reform agenda as it relates to the Scottish Government priorities and identifies what’s working, where it falls short, and what needs urgent attention. Its results reveal how education and skills policy can be better integrated across national priorities to tackle longstanding societal challenges and secure a strong future. Jan’s visit shone a light on how Finland is achieving that integration. I look forward to diving deeper into how Scotland can learn from its successes.