Higher education in science in Finland is broad in scope and characterised by high scientific quality. It is grounded in multidisciplinary expertise and provides students with a solid academic foundation. However, systematic collaboration—both between degree programmes and with the world of work—still requires further improvement. Attention should also be paid to increasing the attractiveness of higher education in science, supporting students in their studies, and strengthening the recognition of teaching and pedagogical competence.

A new article on the initial competence of higher education students shows that students' competences have become differentiated across different fields of study. Differences in mathematical competence and previous educational paths are reflected in students' choices of study fields. There are also field-specific differences in study completion rates, meaning how often students complete their studies within the target time.

The University of Vaasa (UVA) passed the audit conducted by the Finnish Education Evaluation Centre (FINEEC). The university received praise from the audit team for diverse and vibrant cooperation with the industry in the region. The university benefits from the strong industry and work communities in the area. UVA provides excellent support services regarding student well-being and welcoming international students. 

LAB University of Applied Sciences (LAB) received praise from the FINEEC audit team for the strategic goals set for the impact of its research, development, and innovation (RDI) activities and for the support for demanding innovation activities. LAB’s relations to the local actors in South Karelia and Päijät-Häme are close and interactive. However, the quality and adequacy of teaching and pedagogical solutions are to be carefully examined as a joint effort at LAB.

Humak University of Applied Sciences was praised by FINEEC’s audit team for its inclusive operating culture that encourages staff to experiment and engage in projects with partners. Humak has a clearly described RDI project process and its operations comply with agreed-upon operating procedures. Humak’s strengths also include its coaching pedagogy strategy and the coaching model based on it, which provide an effective framework for teaching and learning. 

For the first time, higher education in the field of bioeconomy has been assessed at the national level.  Bioeconomy degree programmes provide competence based on the needs of the work life. Bioeconomy education has responded well to changes in the environment, with topics such as climate change and biodiversity being added regularly to the teaching. However, there is a need to increase food chain thinking and digital green technology skills related to security of supply in the degree programmes.

The majority of natural and environmental protection and nature-based services students are adults and hold at least an upper secondary qualification. The strengths of graduates include competence related to sustainable development and social responsibility. However, there is room for improvement in students' entrepreneurial activities and digital skills. Educational institutes and employers also need to develop their cooperation.

The University of the Arts Helsinki (Uniarts) received special praise from the FINEEC audit team for its teaching that supports students' growth as artists already during their studies. The university promotes the bildung of the Finnish society, and actively takes part in the cultural policy debate and contributes to its renewal. The university community also has the will and courage to tackle different societal challenges.