Diversity as a strength of the nation

In this era, when the world seeks direction, there is a particular need for the voice of eco-social wisdom and sustainable societal thinking. These two perspectives are essential for safeguarding economic, cultural, social and environmental well-being. Diversity and plurality are also inherent in these concepts.

A pluralistic, sustainable, and civilized society requires polyphony and alternative viewpoints to ensure a good life. A diverse society acknowledges inclusivity, operates in an accessible manner, and actively prevents discrimination. Diverse and inclusive higher education pedagogy is, at its core, a practical approach that considers the learning conditions of every learner. It continuously embodies not only the broader dimensions of education but also the perspective of the well-being of learning communities.

Educational institutions as foundations for eco-social wisdom and a sustainable, pluralistic society

Higher education institutions serve as strategic places where diversity, sustainable development, and eco-social wisdom must be strategically integrated across all levels of activity—from teaching and research and development to student guidance, everyday staff practices, and collaborative networks. This horizontal integration also challenges pedagogical leadership, yet when thoughtfully implemented, it becomes impactful practice in which every actor can find their role and comprehend its significance within local, regional, national, and global structures.

To understand the role of educational institutions in fostering eco-social wisdom, it is essential to examine the components and holistic meaning of the concept. Salonen and Brady (2015) have articulated the various elements of eco-social education and ranked them in order of importance. According to their framework, ecological concerns are positioned as the foremost priority.

• Caring for nature and natural resources is the first and most critical condition for the planet and its inhabitants. Only after this foundation is secured can any form of action take place in any context.

• The second most important factor is the need to respect human rights and human dignity. Life must be valued, and political decision-making must incorporate human rights both in policy formation and implementation.

• The third key element identified by the authors (Salonen & Brady, 2015) is a sustainable economy, whose role is to ensure the fulfillment of basic needs for all people. In turn, eco-social wisdom provides the operational conditions for such an economy.

These elements are interdependent and together constitute the eco-social process of humanity. Higher education institutions must be aware of these factors in all their activities, ensuring that the skills of future professionals support the continued existence of our planet and society.

Universities of applied sciences also play an important role in the pursuit of a sustainable society. Their contribution can be reflected through the United Nations’ Agenda 2030 for Sustainable Development (Ministry for Foreign Affairs of Finland, n.d.), which defines sustainability—and particularly social sustainability—as follows: all countries must guarantee inclusive, equitable, and high-quality education and lifelong learning opportunities for all. Achieving this goal requires that diversity is acknowledged and integrated into all aspects of higher education operations.

Commitment to diversity requires a value-based dialogue, strategic decisions and actions

Commitment to diversity is realized through deliberate and conscious action. To reach a level of concrete implementation, higher education institutions must engage in organizational discussions on values and strategy, as well as in dialogues concerning conceptions of humanity, learning, and knowledge—what Aaltonen (2003) refers to as practical epistemology. What do we believe about people? How do individuals and groups learn? What kind of epistemological framework underpins our teaching practices? How does our way of working as higher education staff integrate research on diversity and pluralism into our social environments and networks through practice? By pausing to reflect on these questions and engaging in dialogue with others, will go a long way.

The values of higher education institutions both enable and encompass diversity in various ways. The act of engaging in value-based discussions between institutional leadership and staff helps all members of the community better understand the importance of embedding diversity into all aspects of our work. Values are actualized in everyday practices and in the diverse interactions that take place within the higher education community. Students study and graduate in an atmosphere that supports diversity, carrying with them a professional ethic shaped by this learning into their future careers. Similarly, the RDI (Research, Development, and Innovation) activities of universities of applied sciences can promote the development of diversity through regional development tasks via their project-based initiatives or strategic partnerships.

Inclusivity and positive discourse

Universities of applied sciences play a central role in promoting social equality and equity. According to the KOTAMO report (Ministry of Education and Culture, OKM, 2022), many Finnish higher education institutions are already actively working toward these values, yet practices and structures vary significantly across organizations. Within universities of applied sciences, there remains potential to strengthen leadership commitment and to develop structures that support long-term and impactful DEI (Diversity, Equity, Inclusion) efforts. Particular attention should be paid to how gender equality is realized along career paths, how equity is reflected in the everyday experiences of students and staff, and how diversity is addressed in teaching, recruitment, and community interactions.

Although progress has been made, universities of applied sciences can lead the way by recognizing diversity as a resource and by building genuinely inclusive learning and working environments. As frontrunners, they can also promote diversity through positive communication and argumentation. Rather than relying on problem-oriented or corrective discourse, we can communicate about diversity, equality, equity, and inclusion through narratives of successful actions and events. For example, a positive and inclusivity-promoting communication practice might involve showcasing student career stories selected with gender sensitivity, where the profession itself is central, but the individual’s choice challenges traditional gender roles within professional fields. In such cases, corrective actions related to gender equality are expressed through a positive discourse that promotes social justice (Herneaho 2022, p. 38). Similarly, universities of applied sciences can be built as spaces where everyone has the opportunity to learn, grow, and participate based on their own starting points—thus creating success for all.

Perspectives on diversity and inclusivity

The articles in this thematic issue examine diversity in higher education from a broad range of perspectives. They explore, among other things, how DEI principles support the recognition and appreciation of student diversity, and how inclusive teaching practices accommodate different learners and create space for participation.

The articles also shed light on the opportunities and responsibilities brought about by the internationalization of the education sector. The Erasmus+ programme and international networks promote mobility, but the integration of international students must be supported through structured pathways and language learning. Language awareness plays a central role in this work. For example, language-supported simulations in healthcare education and the bilingual TOKASA model foster professional language skills and integration.

The importance of accessibility in both education and working life is highlighted across several articles in this issue. Work-integrated learning strengthens students’ readiness for professional life. Collaboration with the world of work brings relevance and practical orientation to higher education teaching. In the social and health care sector, managers’ language and cultural competence, as well as international leadership studies, appear to be particularly emphasized.
Psychological safety and community etiquette form the foundation for successful learning. Respectful interaction and clear, transparent community practices support a safe environment in which every student and staff member can thrive.

We hope this thematic issue offers new insights and knowledge about the importance of diversity in higher education.

Artificial intelligence has been used in translating text to correct and streamline the text.

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