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All Journal Journal of Paddisengeng Technology International Journal of Educational Narratives
Antti Vainio
University of Jyväskylä

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Narratives of Inclusion: Story-Based Reflections on Special Education Practices in Finnish Primary Schools Juha Laaksonen; Heidi Korhonen; Antti Vainio
International Journal of Educational Narratives Vol. 3 No. 4 (2025)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v3i4.2205

Abstract

Background. Inclusive education in Finland has long been recognized as a global model for equity and student-centered practices. However, less is known about the lived experiences of teachers, students, and families within these systems. Purpose. This study aims to explore the dynamics of inclusion in Finnish primary schools through narrative inquiry, focusing on story-based reflections that illuminate the practical realities of special education implementation. Method. Using a qualitative approach, we conducted in-depth interviews and collected reflective journals from 12 educators and 5 special education coordinators across three municipalities in Finland. The narratives were analyzed thematically to uncover both enabling conditions and challenges in daily inclusive practices. Results. Findings reveal a strong commitment to inclusion supported by multi-tiered systems of support (MTSS), yet tensions remain in workload management, inter-professional collaboration, and cultural diversity responsiveness. Participants’ stories underscore the importance of empathy, flexibility, and sustained professional development in cultivating inclusive classrooms. Conclusion. This study contributes to the broader discourse on inclusive education by emphasizing the role of personal and professional storytelling as a medium for reflective practice and policy insight. The research highlights the significance of listening to practitioners’ voices in shaping meaningful, context-sensitive inclusive education strategies.  
Generative AI-Assisted Competitive Microlearning Strategy: Development and Validation of the Plomp Model in Classroom Teacher Education in Finland Juha Laaksonen; Antti Vainio; Heidi Korhonen
Journal of Paddisengeng Technology Vol. 2 No. 3 (2026)
Publisher : PT. Sinergi Bersahaja Sejahtera

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65224/jopate.v2i3.284

Abstract

Background. The rapid adoption of generative artificial intelligence (AI) in education has created challenges in designing responsible and adaptive learning strategies. Meanwhile, competitive elements in gamified learning remain debated due to inconsistent effects on learner engagement. Purpose. This research aimed to develop and evaluate a generative AI-assisted competitive microlearning strategy for improving instructional media development skills among Finnish Luokanopettajakoulutus (Class Teacher Education) students. Novelty. This study introduces a novel instructional design that integrates generative AI, microlearning, and optional quality-based competition. Unlike conventional competitive gamification approaches, the proposed strategy recognizes learner differences by examining whether competition produces varied outcomes across learning groups Method. Using the Plomp development model, the study involved 79 undergraduate students from four parallel classes. Data from expert validation, practicality questionnaires, and product assessments were analyzed using Aiken’s V and descriptive statistics. Results. The strategy achieved high validity (Aiken’s V = 0.87) and strong practicality (83.1% student response; 85.9% lecturer response). Variation in competition participation (41–62%) indicated different effects among learner groups. Conclusion. The findings contribute an adaptive AI-assisted microlearning framework that balances innovation, learner diversity, and educational equity in teacher education.
Co-Authors Heidi Korhonen Juha Laaksonen