Reimagining Education

A comparative Reflection on Global Learning Models

This reflection explores the limitations of traditional educational systems through the lens of immigrant student experiences and global learning models. It examines the Social Learning Theory of Bandura, and Lave and Wenger; Finland’s equitable, phenomenon-based education system and Sugata Mitra’s Self-Organized Learning Environments (SOLEs). The discussion highlights the strengths and challenges of each model and emphasizes the need for culturally responsive, learner-centered approaches that account for cognitive, emotional, and social factors in education.

After observing Latin students in my school district here in the United States who struggled to understand or follow the teacher’s instructions, even with scaffolds in place, I felt compelled to explore how educators might better support these learners. I quickly realized that educational systems differ vastly across countries and even among regions within the same nation.

Classrooms from Latin America, India and Finland in order of appeaance. Photos from the websites below in references.

This insight prompted me to reflect on the historical evolution of learning within the school context. Our understanding of how students learn has significantly transformed. Newer models built upon older frameworks, creating a more holistic view of teaching and learning.

## Exploring the Evolution of Learning Theories Through Time

https://mybrainisopen.net/learning-theories-timeline

Schools are typically defined as formal institutions where education is delivered in a structured manner, often segmented by age and grade level. This structure is teacher-centered, with a fixed curriculum, lectures, assignments, and standardized assessments. This system emphasizes compartmentalized subjects, externally driven motivation (e.g., grades, college admission), and physical environments arranged to reinforce top-down instruction. Despite some progress in pedagogy, change has been slow. Many students remain passive recipients of knowledge. This continues to fail not only learners but also educators, families, and society at large.

Shutterstock Image ID: 14057665i

The present situation raises critical questions: Should our definitions of schooling and learning evolve? What is missing from the current model? In a rapidly evolving digital society, what role should schools and educators play? How about the Latin students who I was observing? How can they belong in the classroom and learn? These questions require thoughtful and a research-based dialogue. 

Lave and Wenger’s Situated Learning Theory aligns with the Finnish model by emphasizing that knowledge is co-constructed through authentic participation in social contexts. Learning is not an isolated cognitive task but a communal activity, where teachers act as facilitators rather than authoritative figures. Although this theory has received criticisms for its limited application to formal schooling environments, it remains influential in pushing educational reform toward more collaborative and meaningful learning experiences. 

https://www.sciencedirect.com/topics/computer-science/situated-learning

In 2011, Wagner and Compton from Harvard University made a documentary called “The Finland Phenomenon”, which showcases Finland’s exemplary education system. In Finland, formal education begins at age seven, homework is minimal, and standardized testing is rare. Teachers, all of whom hold master’s degrees, are rusted to design their own curricula and assessments. That model emphasizes phenomenon-based learning, grounded in real-world applications. The system prioritizes equity by ensuring comprehensive academic and social support for every student. With near-universal literacy and strong academic performance, Finland is regarded as one of the world’s most effective school systems. Its student-centered philosophy and flexible assessments promote intrinsic motivation and learner well-being.

In another part of the world, Dr. Sugata Mitra explores self-directed learning through the creation of Self-Organized Learning Environments (SOLEs) and the School-in-the-Cloud initiative. Mitra's work demonstrates how children, when prompted with “Big Questions” and given internet access, can learn autonomously with minimal adult guidance. His "Hole-in-the-Wall" experiments showed that children could teach themselves basic digital literacy and content knowledge independently. SOLEs leverage curiosity, collaboration, and intrinsic motivation to foster deep, lasting engagement. Remote mentors nicknamed the “Granny Cloud” support students emotionally rather than academically. This model presents a radically different vision of schooling, one that is learner-centered and adapted to the digital age.

Comprehensive Comparison Overview

	Traditional	Finland	SOLE
Control vs. Autonomy	Highly structured and teacher driven	Student-centered with strong trust in teachers	Learner-driven with minimal adult intervention (ncl.ac.uk).
Learning vs. Memorizing	Emphasizes rote memorization	Prioritize deep understanding and contextual learning	Prioritize deep understanding and contextual learning
Motivation and Assessment	Driven by grades and standardized testing	Encourages mastery and equity; few formal tests	Driven by curiosity; assessed through inquiry (wired.com).

Given these outcomes, it is worth questioning why similar models have not been more widely adopted in the United States. Are these barriers cultural, economic, or tied to the training and status of teachers? 

In summary, each model offers valuable lessons and poses limitations. While Finland’s system may be culturally specific, and SOLEs may not suit all learners without scaffolding, both challenge us to rethink how and why we educate. Stretching that thinking, how about the immigrants? How should we teach them? Maybe a mixture of the learning theories? But how can we teach them “learn how to learn”? Would SOLE be the answer? It’s a complex answer as students' experiences are so diverse. Maybe sharing their knowledge and working on their soft skills? Therefore, building a wide, strong and relatable learning?

It is a complex process shaped by cognitive, emotional, and sociocultural factors. We as community members must embrace this complexity and build inclusive and responsive learning environments for every and each child.

If you want to know more about this theme, here is another institution that is doing similar projects in the United States and has a branch in Michigan.

https://en.wikipedia.org/wiki/Most_Likely_to_Succeed_(film)

Patricia Martins - Human Development Family Studies Grad Student at Michigan State University, Jun, 2025

References:

1. Cherry, K. (2024), How Social Theory Works. https://www.verywellmind.com/social-learning-theory-2795074

2. Wikipedia, Albert Bandura. https://en.wikipedia.org/wiki/Albert_Bandura

3. Wikipedia, Jean Lave. https://en.wikipedia.org/wiki/Jean_Lave

4. Wikipedia, Étienne Wenger. https://en.wikipedia.org/wiki/Étienne_Wenger

5. HundrED, Youtube (2019) Phenomenon-Based Learning [video]. https://www.youtube.com/watch?v=Xn6I8XJcK38&t=301s

6. Wikipedia, Sugata Mitra - https://en.wikipedia.org/wiki/Sugata_Mitra

7. Image from https://www.unicef.org/press-releases/114-million-children-still-out-classroom-latin-america-and-caribbean

8. Image from https://www.lokmattimes.com/national/literacy-crisis-in-rural-india-25-teens-struggle-with-grade-2-reading-aser-report-finds-a505/

9. Image from https://finland.fi/life-society/the-truth-about-finnish-schools/

10. O'Sullivan, F., (2017) Why Finland is Embracing Open-Plan School Design. https://www.bloomberg.com/news/articles/2017-08-18/do-fewer-walls-make-for-better-schools

11. Vilcarino, J. (2025), Are Students on Track to Succeed in School 4 in 10 Teachers say No. https://www.edweek.org/teaching-learning/are-students-on-track-to-succeed-in-school-4-in-10-teachers-say-no/2025/04

12. National University (n.d.), Learning Theories: Five Theories of Learning in Education. https://www.nu.edu/blog/theories-of-learning/#five-major-theories

13. Thomas, H. (2020), Learning Theories Timeline: Key Ideas from Educational Psychology. https://mybrainisopen.net/learning-theories-timeline

14. Lave and Wenger (1991), Situated Learning: Legitimate Peripheral Participation. https://books.google.com/books?hl=en&lr=&id=CAVIOrW3vYAC&oi=fnd&pg=PA11&dq=Lave+and+Wenger+1991&ots=OEoHvtYHGl&sig=xrHNyd2aAlwNLFLXPTh3xLUNZLM#v=onepage&q=Lave%20and%20Wenger%201991&f=false

15. ScienceDirect, Information Literacy Landscape (2010) Situated Learning. https://www.sciencedirect.com/topics/computer-science/situated-learning

16. Wagner, T. (2016), The Finland Phenomenon: The Best Educational System [movie] https://www.youtube.com/watch?v=8jJONUXGsNo

17. DW Documentary (2022), The Future of Education - Virtual Learning [video] https://www.youtube.com/watch?v=87rP26EIK70

18. Mitra, S. (2020), The School in the Cloud [video]. https://www.youtube.com/watch?v=5ZKfARymgoA

19. Wikipedia (2015) Most Likely to Succeed. https://en.wikipedia.org/wiki/Most_Likely_to_Succeed_(film)

20. What School Could be - https://www.whatschoolcouldbe.org/most-likely-to-succeed

21. Newcastle University (2014), SOLE Central Leads the Way for the Future of Learning. https://www.ncl.ac.uk/press/articles/archive/2014/11/solecentralleadsthewayforthefutureoflearning.html?utm_source=chatgpt.com

22. Stinson, L. (2015), In This Classroom, Knowledge is Overrated. https://www.wired.com/2015/10/in-this-classroom-knowledge-is-overrated/?utm_source=chatgpt.com