What a Diverse Classroom Taught Me

The University of Oulu recently launched its Arctic Summer Programme: a series of two-week courses for international students that explore the Arctic region through lectures, discussions, and practical experiences in Northern Finland.

This week, I taught two lectures on Indigenous notions of sustainability and human–resource relations in the Arctic to a mixed group from two courses: Arctic and Nordic Perspectives on Sustainable Development and Global Citizenship Education. The students ranged from Bachelor’s to advanced Master’s level, with backgrounds from education to engineering and nursing – an inspiring but challenging mix.

A few reflections I wanted to share with fellow teachers working in diverse classrooms:

Allow generous time for all segments
Earlier this spring, I taught the same material in a 90-minute session to Master’s students in sustainability, and that was tight but manageable. This time, assignments took longer, as I needed to adapt them to different backgrounds and cultural contexts. Group work also required extra time for students to navigate disciplinary differences.

Check comfort and accessibility early
I may be getting too used to Finland’s direct style of communication, as I didn’t ask at the start if everyone was comfortable. Only in the written feedback afterward did I learn that several students couldn’t see the slides well because the classroom lights were too bright. A quick check-in at the beginning could have solved this instantly.

Videos are always tricky
In my second lecture, I included an 11-minute documentary. I tested the sound beforehand and relaxed, but too soon. The projector’s audio cut out every four minutes, forcing me to restart the settings three times. Next time, I might just assign the video as a pre-class homework and spend more time on discussion instead (although I enjoyed the experience of watching it together!). I will also prepare a short leaflet with context, for those who prefer visuals to oral instructions.

Keep warm-ups sharp and engaging
I value warm-up activities, but in a diverse group, even simple pair discussions sometimes require extra explanation, which can stretch the timing. I need to think of ways to keep them engaging and creative, yet concise.

Turn diversity into a strength
The biggest lesson for me is to work with diversity rather than treating it as a complication to manage. Next time, I want to design activities that connect directly to students’ own experiences, academic paths, and cultural contexts. When students can bring something personal into the discussion, the topic becomes part of their own story.

Overall, I am glad to see how my approach to teaching has shifted over time. Right after my PhD, I saw it as a challenge to overcome, with students as observers. Now, it feels more like a skill I am mastering in collaboration with the students. A big thank you to the Centre of Teaching and Learning at Central European University, where I completed my PhD: more and more, I find their advice echoing in my head, and each time it makes a little more sense.

_{(photo by Anastasia Emelyanova)}