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Third, there is an unresolved tension between . While the FNCC urges cross-curricular themes, each Oppilaan maailma textbook remains subject-specific. A unit on “Water” appears separately in geography (water cycle), chemistry (H₂O properties), and biology (aquatic ecosystems). Coordinating these across timetables is left entirely to teachers, who often lack planning time. Consequently, the series risks perpetuating the very fragmentation it aims to overcome.

For example, the biology textbook does not simply list species classifications. Instead, a chapter on “Biodiversity in Finland” invites students to map local ecosystems, debate conservation policies, and use digital tools to track seasonal changes. This mirrors the curriculum’s call for ilmiöpohjainen oppiminen (phenomenon-based learning). The series treats scientific knowledge as a tool for understanding real-world issues like climate change or antimicrobial resistance, rather than as an end in itself. oppilaan maailma otava

Conversely, the Finnish series is less diverse in cultural representation. While it includes Sami perspectives and Finnish-Swedish examples, it rarely addresses non-European immigration in depth. A 2023 study in Ainedidaktinen symposiumi found that Oppilaan maailma ’s social studies textbook devotes only two pages to multicultural Finland, despite 8% of students having an immigrant background. This blind spot is increasingly problematic. Third, there is an unresolved tension between