The change of concepts around Global Education and Learning (GEL) in Finnish language has been constant (Lehtomäki & Rajala, 2020). The National Core Curriculum for Basic Education (EDUFI, 2014) includes concepts such as ‘global education’ (globaalikasvatus) and ‘global responsibility’ (globaali vastuu), while the National Core Curriculum for General Upper Secondary Education (EDUFI, 2019) features ‘global competence’ (globaali osaaminen), ‘global citizenship’ (globaalikansalaisuus) and ‘international competence’ (kansainvälinen osaaminen). Finnish civil society organisations prominently use ‘global citizenship education’ (globaali kansalaiskasvatus). A particular concept in the Finnish context since the 2010s is ‘ecosocial Bildung’ (ekososiaalinen sivistys) or ‘ecosocial education’ (ekososiaalinen kasvatus), related to theories of posthumanism, strong sustainability and ecofeminism, stressing interdependence and relations between humans and other-than-humans, and taking into account global perspective and future generations (Pulkki et al., 2021). The research review was based on the Maastricht Declaration definition of Global Education. As our literature search for publications in Finnish was conducted for the first time, we included an extensive list of keywords, stemming both from the history and from the recent policy and academic debate such as global competence, ecosocial Bildung, futures education and climate change education. The aim was to discover unexpected publications as not all relevant research explicitly uses the term ‘global education’ or ‘global citizenship education’ in Finnish. Our search produced a total of 105 Finnish language publications related to global education published between 2017 and 2021 (Suhonen et al., 2022), of which 45% were academic articles, 20% grey materials, 19% books or book chapters, 10% reports and 6% doctoral theses. Publications focused mainly on formal education (n = 41, 39%) as well as on theoretical and conceptual discussions (n = 23, 22%). Notably only two publications examined international volunteering, study visits and educational partnerships, and six publications teacher education. A thorough keyword analysis of these Finnish language publications on global education highlights trends and specific features of the publications and their use of terms. The results show that although there is a diversity of concepts used in the Finnish context, global education is still the most common keyword used, whereas global citizenship education did not feature that much yet. We conclude that conceptual clarity and new directions are necessary also in the Finnish context. As an example, the relationship between global education and environmental and sustainability education needs to be further explored and clarified.

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