Subject-specific competence is a key strength of higher education in science – cooperation and labour market relevance require further improvement
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.
In 2023–2025, the Finnish Education Evaluation Centre (FINEEC) evaluated higher education in science, competence developed by science degrees, the ability of universities to anticipate changes in the operating environment, labour market relevance and continuous learning. The evaluation looked at the strengths and development needs of the higher education in science. All seven universities that offer higher education in science participated in the evaluation. The evaluation focused on degree programmes leading to Bachelor of Science, Master of Science and Doctor of Philosophy degrees. The evaluation covered chemical and physical sciences, biosciences, environmental sciences, geosciences and geography as well as mathematics and statistics.
Higher education in science develops strong subject-specific competence
While degree programmes in sciences develop strong and broad-based competences in the field, improving work life skills and increasing the degree education's labour market relevance require further improvement. Key work life skills include interaction and problem-solving skills, language skills needed in work life, and project management skills. Sustainability competence should also be integrated in all science degree programmes.
The evaluation found that students’ decisions to apply for a study place in the field are influenced by their personal interest in sciences, teachers’ encouragement at previous levels of education, and willingness to work with challenges of societal significance. More extensive communication about career opportunities in sciences is a precondition for increasing the field's attractiveness, as some students are uncertain about their opportunities after graduation. Based on the evaluation, students should be more supported in their studies, finding a career path and describe their expertise.
More diverse support is needed for progress in and engagement with studies
The evaluation found that the challenges related to students’ progress in and engagement with their studies include shortcomings in study skills, poor basic competence in mathematics, and problems associated with student well-being and life management. The degree programmes have addressed challenges of progress in studies by providing personal guidance, developing study paths and supporting study skills. However, degree programmes should strengthen students’ engagement with their studies further and support and promote their sense of community through teaching and guidance methods that promote group formation. Based on the evaluation, teachers have tried to diversify teaching by means of different pedagogical solutions, but they do not have enough time to develop teaching and their pedagogical competence.
Professor Jan Lundell, who chaired the evaluation team, also considers strengthening and supporting teachers’ pedagogical competence and increasing the status of teaching as important.
Pedagogical competence in teaching science subjects is required to develop the teaching. To increase and strengthen the status of teaching, it should also be ensured that career paths linked to teaching tasks are identified and recognised as career options alongside research.
Systematic cooperation between degree programmes and with the world of work is required to develop higher education in science
While there is some cooperation between science degree programmes, this cooperation should be stepped up, especially from the perspective of co-creation of teaching content and pedagogically meaningful use of resources. To improve labour market relevance, work life representatives should be more closely involved in planning and developing degree programme objectives and contents. Work life networks also play a key role in improving teachers’ work life competence and supporting international students.
Degree programmes should develop their cooperation with the world of work outside the university systematically and over the long term. Foresight data on changes in work life and future competence needs should be collected and used more actively in the planning of degree education and continuous learning, notes professor Jan Lundell, chair of the evaluation team.
Concluding webinar
The evaluation results will be published at 13:00 on Thursday, 12 June at the concluding webinar of the evaluation.
Inquiries
Jan Lundell, chair of the evaluation team, tel. +358 503248975, jan.lundell@helsinki.fi
Evaluation report
Lundell, J., Aho, S.-M., Eklin, T., Hirsto, L., Meinander, A., Moisio, S., Tolvanen, A., Nurkka, N. and Saarilammi, M.-L. (2025). Luonnontieteellisen koulutusalan arviointi. Finnish Education Evaluation Centre. Publications 3:2025.