In the last decade, Finland has seen a wave of immigrants that it is struggling to integrate (Rovamo et al., 2023). However, between the political and economic discussions on the subject, school teachers’ voices continue to call for assistance (Sinkkonen & Kyttälä, 2014; Taylor, Wingren, et al., 2023). They speak of problematic language programs, leading to inequitable outcomes (Helakorpi et al., 2023). Our research sheds light on the issues they face and a means of support (Acquah & Katz, 2020; Taylor, 2024; Taylor, Acquah, et al., 2023; Taylor, Wingren, et al., 2023). For example, results from a thematic analysis highlighted a lack of support regarding materials, training, or cooperation with a system that views immigrants as workers, not students (Taylor et al., 2023). Further classroom observations confirmed teachers’ statements, shedding further light on practices not aligned with Finnish bildung or research (Taylor, 2024). However, research into digital resources gave direction for student-centered designs but highlighted the need for material to be teacher-oriented (Acquah & Katz, 2020; Taylor, Acquah, et al., 2023). The current study examines Finnish educator’s perspective on teaching newly arrived immigrants. Our ongoing research involves three data types focused on teacher’s perspectives. The first is a continuance and then a re-evaluation of interviews with immigrant preparatory and mainstream subject teachers. These interviews will aid content development. We will combine this with data from a Swedish-speaking teacher focus group in a Finnish municipality with high immigrant numbers. This data provides further insight into teachers’ current situation as they support student integration. Lastly, re-evaluating the observational data collected from teachers across Finland in light of these themes will help create a practical design for classroom environments. Unable to change the economic forces driving immigration, we focus instead on modernizing education via technology. We aim to create a language-learning game called Sprok, which is meant to act as a digital workbook for teachers and a role-playing game for students. By analyzing municipal curricula, the current materials used in language learning, and understanding classroom teachers’ needs, we are designing practical support material for teachers based on their perspectives. This, in conjunction with the resultant thematic analysis, will provide insight into what features are required for students to receive educational content in a way that benefits not only them but teachers as well.

Acquah, E. O., & Katz, H. T. (2020). Digital game-based L2 learning outcomes for primary through high-school students: A systematic literature review. Computers & Education, 143, N.PAG-N.PAG. a9h. https://doi.org/10.1016/j.compedu.2019.103667 Helakorpi, J., Holm, G., & Liu, X. (2023). Education of Pupils with Migrant Backgrounds: A Systemic Failure in the Finnish System? Finland’s Famous Education System: Unvarnished Insights into Finnish Schooling (pp. 319–333). Springer Nature. https://doi.org/10.1007/978-981-19-8241-5_20 Rovamo, H., Pettersson, K., & Sakki, I. (2023). Who’s to blame for failed integration of immigrants? Blame attributions as an affectively polarizing force in lay discussions of immigration in Finland. Political Psychology, n/a(n/a). https://doi.org/10.1111/pops.12917 Sinkkonen, H.-M., & Kyttälä, M. (2014). Experiences of Finnish teachers working with immigrant students. European Journal of Special Needs Education, 29(2), 167–183. Taylor, B. B. (2024). Policy Effects on Immigrant Integration Education in Finland-Swedish Schools [Manuscript submitted in preparation]. Taylor, B. B., Acquah, E. O., & Hilli, C. (2023). Interactivity and Digital Learning Resources: A Scoping Review [Manuscript submitted for publication]. Taylor, B. B., Wingren, M., Bengs, A., Katz, H., & Acquah, E. (2023). Educators’ perspectives related to preparatory education and integration training for immigrants in Finland. Teaching and Teacher Education, 128, 104129. https://doi.org/10.1016/j.tate.2023.104129