In a remarkable educational transformation, government primary schools across rural Punjab are embracing Finland's renowned "happiness-first" learning approach, creating classrooms filled with laughter, excitement and backyard adventures instead of traditional rote learning methods.
Finnish Teacher Training Program Sparks Change
The revolutionary shift began when the Punjab government initiated a teacher training program in Finland, following the successful model implemented earlier by the Aam Aadmi Party-led government in Delhi. The first batch of 72 teachers from Punjab embarked on their educational journey to the University of Turku in Finland on October 18, 2024, marking the beginning of this transformative initiative.
Subsequent batches continued the momentum, with the second group of 72 teachers departing on March 15, 2025, and the third batch following on November 15, 2025. These intensive 15-day immersion programs at the Finnish university have completely reshaped teaching methodologies in Punjab's rural educational institutions.
From Paddy Fields to Classroom Innovations
The implementation of Finnish principles has produced remarkable results in schools across the state. At Government Primary School in Chananwal village, Fazilka district, head teacher Lavjeet Singh Grewal has embraced the philosophy that "saving their childhood was our biggest lesson."
Grewal, who participated in the October 2024 batch, now incorporates regular breaks between lessons, noticing that students return more focused and engaged. His school has taken learning beyond classroom walls, organizing educational trips to paddy fields during transplantation season and flood-affected areas to provide practical environmental studies lessons.
"We wanted the children to feel attached to their roots since most belong to farmer families," Grewal explained. "The students were allowed to tear through the field, which was full of water and mud, in their uniforms and see how paddy is transplanted. The learning in the field that day was far richer than a hundred lectures."
Breaking Stereotypes and Welcoming New Students
The Finnish influence extends to breaking gender stereotypes and creating welcoming environments for new students. The program emphasizes that "in Finland, boys sew, girls weld. Everyone learns life skills there," as Grewal noted, indicating plans to implement similar inclusive practices in Punjab schools.
At Government Primary School in Dunera village, Pathankot district, innovative welcome activities have been introduced for new pre-primary students. Head teacher Kavinder Kumar described how "Jumbo, a 'student' made out of balloons by old students, was used to welcome the newcomers. We wanted the newcomers to feel excited about returning to school the next morning."
Other schools have implemented "Mom Workshops" where mothers, many of whom dropped out of school after marriage, participate in activities like puzzle solving and coloring with their children, fostering greater parental involvement in education.
Institutionalizing Positive Changes
Punjab Education Secretary Anindita Mitra confirmed that the government is taking concrete steps to make these positive changes permanent. Starting January 2026, all Finland-returned teachers will follow a structured schedule to train their colleagues, ensuring the widespread adoption of these innovative methods.
The administration is also developing a content sharing plan with Finland to exchange learning materials, further strengthening the educational partnership. This systematic approach aims to transform the traditional education system into one that prioritizes student happiness and holistic development.
As Jaspreet Singh, a teacher from Fatehgarh Sahib district who was promoted after his Finland training, observed: "Strictness was never a part of their recipe. They bring out the best in every child by being flexible, gentle and endlessly encouraging." This fundamental shift in educational philosophy is now creating schools that children genuinely look forward to attending across rural Punjab.
