Marika:
Hi. My name is Marika Rintanen. I’m a student in Haaga-Helia’s vocational teacher education program. For me, the entire Erasmus+ exchange period was full of new perspectives, cultural encounters, and pedagogical insights. If I had to name one particularly memorable moment, it would be watching the Eurovision Song Contest with students from different countries. We were on an outdoor education course and stayed at a youth hostel. It was a communal moment as we all watched and got excited together. Austria ended up winning.
Sini:
Austria won – and maybe Marika did too. I’m Sini Bask, working in vocational teacher education as the teacher responsible for international affairs and as a teacher educator. Today, Marika and I are discussing the significance of student mobility in developing teacher identity during vocational teacher education. So Marika, could you tell us a bit about your own experience – where did you go, how long were you there, and what happened?
Marika:
Last spring, I spent three months in Linz, Austria. I studied at a local university and completed my teaching practice at a local upper secondary vocational school, where I taught marketing and English.
Sini:
Nowadays, international interaction often takes place in virtual environments for understandable reasons. It’s a great opportunity to internationalize your studies even when there’s no possibility to physically go abroad for a longer mobility period. Still, going abroad is a different kind of experience—both in terms of learning and personal growth. So Marika, why did you choose a physical, longer exchange period as part of your vocational teacher education?
Marika:
I chose a physical exchange mainly because I wanted a longer break from everyday life. Combining work and studies in normal life is quite demanding, and I’m involved in many things—for example, I work part-time as an entrepreneur—so I don’t always have much time for studying. During the exchange, I was able to focus solely on my studies. In addition to school days, I had time for traveling and hobbies. I feel that this added a lot of value to my studies and helped me dive deeper into the topics than I would have if I had done everything alongside work at home. I had also been thinking for a long time about spending time abroad in some way, and this was a great opportunity to do that. I believe I got a much better sense of Austrian culture as a student than I would have as a tourist.
Sini:
So, thinking about your development as a teacher—was there something specific that this kind of choice contributed to your personal growth plan as a vocational teacher?
Marika:
I’d say the biggest benefit for my development as a teacher was definitely internationality. Many of the courses were related to it, and through them I gained completely new perspectives on my thinking. In discussions with students from different countries, it became clear that many things we take for granted in Finland—like human rights, democracy, or equal access to education—aren’t necessarily self-evident elsewhere. That helped me reflect on my role as a teacher: what can I bring to these discussions, and how can I support students in seeing things from a broader perspective?
I believe this will be incredibly useful in the future. If I get the chance to teach international students, I can draw from my own experiences and help them find their place. On the other hand, I can also help Finnish students grow into global citizens who are able to see beyond their own bubble.
Sini:
In my role as the teacher responsible for international affairs, I’ve noticed that there are significant differences between countries when it comes to higher education, vocational education, and teacher education in general. Haaga-Helia’s partner institutions include many prestigious European universities, vocational education providers from various countries, and teacher education institutions from different continents. Each institution has its own pedagogical culture, and each country has its own education system and way of organizing and implementing vocational and higher education. Assumptions and values related to teaching vary quite wildly across countries. What kind of observations did you make about these differences during your exchange in Austria, and how do you incorporate them into your own teaching here in Finland?
Marika:
One thing I learned is that in an international group, the teacher needs to be flexible. Language barriers and different educational backgrounds forced me to simplify my teaching and think more carefully about my methods. But what initially felt like a challenge turned out to be a strength. Everyone brought knowledge from their own culture, and we compared different practices and perspectives. Pedagogically, it taught me that diversity is not a barrier but a richness. Teaching should have space for discussion and reflection. And when the studies were connected to major global themes like democracy or peace education, I realized how important it is to encourage students to look beyond their everyday lives and national borders.
Sini:
If we think purely about pedagogy and related aspects, you had the chance to compare both vocational education and higher education. As someone who’s seen a lot in Haaga-Helia’s vocational teacher education, and having done your teaching practice in Finland too—did anything strike you about pedagogy that you wouldn’t have realized without going into a different international environment and culture?
Marika:
One insight was that pedagogy is never exactly the same in different countries—it’s always shaped by culture and the education system. When you have students from many different countries in one group, you need to be more flexible with your teaching methods and also brave enough to simplify things. Good teaching isn’t just about mastering methods—it’s about creating space for dialogue and sharing different perspectives. In an international environment, I learned to appreciate how much learning happens through comparison and discussion, when students bring their own experiences and cultures into the classroom.
Sini:
This kind of reflective dialogue or interaction is, of course, also one of the pedagogical foundations in our vocational teacher education. But when you add the international flavor, it becomes even more rewarding. Behind all internationalization efforts and opportunities lies a strong idea of global citizenship, which you already mentioned earlier. Its roots are in education for democracy, global education, and peace education. Whether we’re aware of it or not, each of us is a global citizen—part of a global community—and inevitably, through our actions, we influence the future of all people on this planet.
In this context, internationalization is seen as an opportunity to understand diversity, become aware of interdependence, and realize our own potential to contribute to a sustainable future for all. Did these kinds of themes come up during your exchange?
Marika:
Yes, these themes clearly came up. We had many discussions about major global issues like human rights, environmental concerns, and the realization of democracy. It was eye-opening to realize that while these things may seem almost self-evident in Finland, the situation is very different in many other countries. That helped me understand that as a teacher, my role isn’t just to transfer knowledge but also to create space for these kinds of conversations. In the future, I want to build learning environments where students can reflect on their role in the world, learn to appreciate diversity, and see themselves as active global citizens.
Sini:
Your exchange took place at a stage in life where you were already an adult and working. What kind of dynamics did that create while studying in Linz? What would you say to a vocational teacher education student who’s considering internationalizing their studies?
Marika:
Yes, my exchange happened at a time when I was already in working life and a bit older than most of my fellow students. But I think that added something special to the experience. The younger students were very open, curious, and receptive, and I noticed that there’s a lot we older students can learn from that attitude. It was refreshing to see how boldly they embraced new situations and cultures.
If I think about a vocational teacher education student who’s considering internationalization, I’d say: absolutely go for it. Exchange offers not only new perspectives on teaching but also a chance to reflect on your own thinking and attitude toward life. It helps you grow both as a teacher and as a person, and that’s exactly why it’s such a valuable part of the studies.
Sini:
So you felt that being an adult student in a group of younger international students was especially rewarding?
Marika:
Yes, it was actually very rewarding. I was happy to see that everyone welcomed me with open arms, and later I realized that any prejudices about age were mostly in my own head. That experience taught me that things don’t need to be limited by age—there aren’t specific things that should only be done when you’re young. An international experience can offer a fresh perspective at any stage of life. That’s why I’d encourage others to go for it if they have the opportunity.
Sini:
So you think a longer exchange during your studies is suitable for anyone?
Marika:
Yes, I think it suits anyone—as long as their life situation allows them to go.
Sini:
Finnish education and teacher training are highly valued internationally. What do you think your presence in Austria offered to the vocational students you taught and guided, and to your fellow students and the higher education community at your host institution?
Marika:
In my teaching, I was able to draw on my work experience in marketing and, for example, help students with their marketing plans. Based on my observations, Finland seems to use digital marketing tools a bit more effectively than Austria. Also, in general, we use more digital tools in Finland. My students were very interested in Finland and asked a lot of questions. Many seemed to have the impression that Finland is a frontrunner in many areas.
Most of my students spoke German as their native language, so it was also useful for them to practice English in real-life situations. As for the higher education community, I believe it was beneficial to have students of different ages and backgrounds in the groups. It made the discussions more diverse and gave everyone new perspectives. That’s one of the greatest strengths of international exchange, in my opinion.
And I also noticed that Finland is ahead in terms of digital tools. I didn’t feel I had to hide my digital skills—in fact, I was even able to help others when needed. Also, some of the younger students felt comfortable sharing their concerns with me, and I was happy to encourage and support them.
Sini:
So you really got to practice this multifaceted teacher identity while you were there?
Marika:
Yes, it felt very natural to me.
Sini:
At Haaga-Helia’s School of Vocational Teacher Education, we bring Finnish education into international networks in many ways. Often, the digital pedagogical solutions you mentioned are among the themes we’re asked to share. In addition, topics related to study and work wellbeing, inclusive education, student-centered pedagogy, competence-based learning, and sustainable futures are of great interest to colleagues around the world.
Now that you’ve completed this mobility period and returned home to Finland, you’re both a practitioner of international pedagogy and an ambassador of global competencies. So what do you bring from your exchange into your own studies and work community? What did you learn during the exchange that you can apply in practice here in Finland?
Marika:
First of all, the exchange strengthened my belief that learning doesn’t only happen in the classroom or under the teacher’s guidance. It happens through interaction, community, and experiences. One of the most rewarding aspects was intercultural interaction—approaching pedagogy from different cultural perspectives creates space to learn from others, to challenge your own assumptions, and to build shared understanding.
The mobility period inspired me to look at my own work community with fresh eyes. I started thinking more deeply about inclusivity—not just as a concept, but as practical actions that show up in everyday work. In international interaction, it became clear how important it is to build communities where everyone feels they belong and where diversity is seen as a strength. I want to bring with me the openness and curiosity I experienced.
Sini:
From the way you describe your mobility period, it’s clear that it was a holistic experience for you. That’s often the case—going abroad affects the whole person, engaging all senses. Maybe that’s one reason why such experiences appeal to global citizens. But beyond the academic content, what did this exchange give you as a person or in life?
Marika:
First of all, it gave me the break I had been longing for—a real escape from everyday life. That was very important, and it came at just the right time for me. I also got to fulfill a dream I’d had since I was younger. I had always regretted not going on exchange when I was in my twenties, so now I don’t have to think about that anymore.
I also realized that during the exchange, I learned to see Finland in a new light. In Austria, there was a lot of media coverage in March about Finland being the happiest country in the world, and I got many questions about it. That made me realize how much Finland is appreciated globally.
Austria itself is a very diverse travel destination, with many interesting cities and alpine villages. During the exchange, I had plenty of time to travel and explore these places more deeply. So the exchange gave me not only experiences and insights into teaching, but also a personal realization: sometimes you just have to dare to take a leap and pursue the things you’ve been thinking about for a long time.

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Sini:
When we plan international mobility periods in vocational teacher education, it always starts with a conversation between the student and their supervising teacher. That’s when we look at the mobility agreement and how it fits into the student’s personal development plan—the so-called PDP. And of course, the assumption is that when a student proactively applies for international exchange, they also take responsibility for managing their own competence development: they define what they want to gain from the exchange and how it complements their PDP.
The attitude is that these things can be aligned with the PDP, and solutions will be found. When you step out of familiar routines into a new culture and operate in a language that isn’t your mother tongue, even everyday things can feel different. We can talk about culture shock—or sometimes just homesickness. What kind of challenges did you face during your exchange or in organizing it?
Marika:
At first, it felt like finding accommodation was difficult—I got rejected from a couple of places. But then the third place I applied to accepted me, and I found a place to stay. I did feel a bit homesick at times, but mostly I was so excited about everything new that I didn’t really miss home that much. On the other hand, now that I’m back in my regular routine, I sometimes find myself missing that spontaneity and the freedom to travel.
Sini:
So what was the best and most important part?
Marika:
I’d say the spontaneous travel. I had quite a few free days, and I could just decide in the morning where to go by train. From Linz, you could reach many cities and smaller villages quickly—just an hour or two and you’d be somewhere new. But of course, the higher education community was also important, and through my teaching practice I had colleagues and students, so there was plenty of social interaction. A few friends from Finland visited me during the exchange, and you came too with my supervising teacher. So really, something interesting was happening all the time.

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Sini:
What kind of tips would you give to a teacher student who’s considering going on a mobility period? What should they keep in mind beforehand, and what should they prepare for?
Marika:
I think the most important tip is: if you’re even slightly considering going—go. Don’t hesitate, just take the opportunity. The teacher education studies go by quickly, so it’s worth starting the planning right away. I believe you’ll get much more out of the exchange than you can even imagine beforehand.
As for preparation, I’d say it’s important to carefully consider where you’re going and what kind of teaching practice you’ll be doing. Think through the content and destination of your exchange so that you get the most out of the experience. You can check the institution’s website in advance to see what kinds of courses are offered and how they might fit into your own study plan.

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Sini:
Learning and teaching—especially teaching, but even learning itself—clearly require energy. And when it all happens in an international environment, there’s often even more going on than usual. That also empowers and inspires in a completely different way. It really sounds like you’ve gained a lot from this international student exchange, both for your life and your teaching.
Finally, Marika, I’d like to ask: what part of this experience will stay with you? In other words, how do you plan to continue on the path of internationalization, growing as a global citizen, and helping others grow in that direction, now that you’re about to graduate as a vocational teacher and are already working?
Marika:
In my own teaching, I want to create learning environments where students are encouraged to look beyond their everyday lives and national borders and to appreciate diversity. That means concretely bringing in examples from different cultures and allowing space for open discussion. And on a personal level, I want to continue growing as a global citizen—by joining international networks, keeping an open mind, and remembering that learning never stops.