As a part of the Digital4All project, the Åbo Akademi University team conducted a study that examined the opportunities and challenges in the area of equity and inclusion in digital learning in higher education in Finland. The study consisted of two parts. Firstly, the team conducted a desk research on the current policies in Finland, identifying the best practices as well as the challenges higher education institutions face in digital teaching and learning. Secondly, the team reached out to various professionals working in higher education institutions by conducting focus group interviews and a survey questionnaire. In total, approximately 50 professionals across Finland participated in the study.

According to the desk research, the COVID-19 pandemic highlighted the necessity of effective digital learning environments as well as digital competences among teachers and learners. It also accelerated the development of digital teaching and learning as f2f education was on hold, which initially caused challenges in facilitating teaching. Comparatively speaking Finland is among the top countries in digital skills in Europe. However, an estimated one million people in Finland experience difficulties in using digital services, which is also reflected in higher education. Additionally, the desk research shows that students with mental health issues, learning and reading difficulties, as well as concentration difficulties report more difficulties in digital learning. As a result, Finland has introduced various national policies that enhance digital inclusion in higher education. The existing national policies, strategies, and priorities in equality in digital teaching and learning follow the guidelines provided by the EU, particularly the Digital Education Action Plan as well as the EU Data Strategy. Overall, the desk research indicates that the development of digitalisation in higher education is a top priority in Finland. The teaching personnel in higher education institutions need support in enhancing equity in digital learning, such as in designing courses that meet the needs of different learners. 

The focus group interviews and the survey supported the findings mentioned in the desk research. Even while each participant shared their unique perspective, their combined thoughts also aligned with the difficulties found in the desk research. All respondents who participated in the focus groups mentioned that they use digital tools to improve the inclusion of teaching. They emphasised the value of inclusion and equity while acknowledging the range of needs and difficulties that students may encounter.

To establish inclusive digital learning environments, all focus group participants recognise the significance of ongoing professional development, particularly in evaluating digital needs and improving their own digital skills. Furthermore, they all view the application of AI in HEI favourably but emphasise the significance of ethical questions surrounding it. Additionally, the results of the survey showed that respondents generally have a favourable opinion on the use of digital tools to create inclusive learning settings. Regarding the needs and opportunities for continuous professional development, participants focused on the utilization of new and emerging technologies and expertise on how to recognise and address diverse needs.