How could we promote internationalization and global cooperation by using modern technology? Could this be integrated into daily teaching, as internationalization is already an inseparable part of our everyday lives? This article describes a small experiment we conducted at Laurea Tikkurila Campus in the fall of 2025.
Photo by Drazen Zigic / Freepik
Several pilots show that virtual collaborative international learning can significantly enhance students’ intercultural and global understanding. Modern online platforms enable students to gain international learning experiences regardless of geographical distance. At Laurea’s Social Services Degree Programme, Senior Lecturer Tiina Wikström has successfully utilized online teaching for many years as part of several projects, while also integrating these courses into Laurea’s study offerings. (Örtlund, Andersson & Osman 2024; Wikström 2024.)
We conducted a small-scale trial in Social Services Degree Programme integrated into a course the Exerting Influence in the Social Care Sector to see how Laurea’s studies could be internationalized and cooperation established as part of the studies without external funding. This cooperation was carried out with the Somalian National University (SNU). Due to the unstable situation in the country, virtual collaboration is currently the only possible form of cooperation with SNU. Even this short experiment demonstrated the potential for virtual collaboration. This type of learning will become increasingly important as more students will work in global environments in the future (cf. Örtlund et al 2024).
The choice of a Somali university as a partner can also be justified by the fact that Laurea has a relatively large number of students whose native language is Somali. In Finland, there are approximately 26,000 Somali speakers. As Somalia rebuilds its society after the civil war, the Somali diaspora plays an important role in development cooperation and the establishment of international trade relations. In Somalia, diaspora remittances are estimated to account for up to 30–50 % of GDP (Hiiraan 2024). Beyond financial support, the diaspora’s most significant contribution lies in the transfer of knowledge, skills, and technology.
Cooperation between Laurea and Somali National University began in 2024, when young entrepreneurs Idil Mohamud and Mariam approached Laurea with the aim of developing collaboration between SNU, their company IdmaCare, and Laurea. The initiative aligned with the broader idea of using diaspora expertise to support development in countries of origin. The goal was to develop nurse training practices at SNU and to support curriculum development and the improvement of practical training environments. Joint seminars and case‑study sessions with nursing students were already organized in autumn 2024 by Senior Lecturer Johanna Saastamoinen.
Higher education in Somalia after the civil war
Mr. Ahmed Hussein Osman, a lecturer in SNU’s Social Work Degree Programme, delivered an introductory lecture to launch joint studies. As background, he identified four central drivers of humanitarian need in Somalia:
- Climate shocks: Recurring droughts and floods severely affect livelihoods.
- Conflict: Ongoing armed conflict and clan-based violence cause displacement and increase vulnerability, particularly among women.
- Disease outbreaks: Widespread poverty and displacement create conditions for frequent disease outbreaks.
- Displacement: Millions are internally displaced, disrupting access to essential services.
The civil war beginning in 1991 destroyed Somalia’s education system, and more than 80 % of educated citizens fled abroad (Lindley 2008). Despite this, the education sector has been rebuilt in recent decades. Before the war, Somalia had one state-owned university; today, more than 50 universities operate in the country, with over 50,000 students enrolled (Hipad 2026).
Somali National University, founded in 1969, is one of Somalia’s oldest universities still operating. It is located in Mogadishu and is the only state‑owned university in the country. The university consists of 12–13 faculties and approximately 13,000 students across campuses in Mogadishu, Galmudug, and Puntland.
Collaboration Pilot in the Social Services Program
The collaboration was integrated into Laurea’s course Exerting Influence in the Social Care Sector (5 ECTS), which includes a 3‑ECTS online group project. The course learning objectives include applying various means of social influence, strengthening client participation, and analyzing goal‑oriented and effective social services practice.
The joint lecture with SNU and Laurea students was targeted at all course participants and all Social Work students at SNU. Two Laurea student groups of five students participated in the project work, collaborating with approximately 35 SNU students from Mogadishu.
The objectives and working methods for the group work were defined broadly: Finnish and Somali students were asked to work in small groups, exchange experiences on youth work and equality‑related work in both countries and produce a shared output such as an information campaign.
The groups chose their own themes and working methods. One group focused on youth work, while the other concentrated on mental health work. Finnish and Somali students met weekly in small groups, presented their topics, and held online discussions. Meetings were mainly held via Zoom. In addition, students kept in touch via WhatsApp. Finnish students also kept a blog documenting the process.
What Did We Learn?
Connecting globally is easier than ever—and there are numerous topics that resonate with students in both countries. Although the pilot was integrated into the studies with relatively light preparation, it demonstrated that everyday virtual cooperation is both feasible and valuable. More thorough planning might have facilitated the start, but the experiment clearly showed the potential of simple, practical collaboration. However, it is important to emphasize that in collaborative virtual seminars, the emphasis should not be on eliminating differences or underlining the similarities – but rather on understanding both differences and similarities (cf Örtlund etc.2024).
Cooperation does not need to be limited to the social and health sectors. SNU engages in extensive international collaboration. The same faculty that offers the Social Sciences programme also offers a Journalism programme. For example, the faculty has a new, Digital-Media-center that could be used for various kinds of online broadcasting.
At Laurea, based on the pilot, the collaboration could develop into a standard course held once a year, involving several degree programs or a multidisciplinary intensive week. Student led collaborative projects are easy to integrate into teaching, as are individual joint lectures. I encourage all my colleagues to make use of these opportunities and, in general, to keep their classroom doors open to the world.
References
- Hibad 2026. Hibad: Challenges and Opportunities of Higher Education in Somalia. Challenges and Opportunities of Higher Education in Somalia – Hipad . Read 13.2.2026
- Hiiraan 2024. WATCH: Somalia’s economy heavily dependent on $2 billion in annual remittances – Hiiraan Online . Read 22.1.2026
- Lindley, A. 2008 ‘Transnational Connections and Education in the Somali Context’, Journal of Eastern African Studies, 2(3), pp. 401–414. doi: 10.1080/17531050802401767.
- Wikström, T. 2024. When Students Make the RDI Activities So Much Better: the Erasmus+ Project JeS as an Example | Laurea Journal.
- Örtlund, O. M., Andersson, I. & Osman, F. 2024. Promoting Global Health Knowledge and Cultural Competence of Swedish and Somali Nursing Students Through Collaborative Virtual Seminars: A Qualitative Descriptive Study. Journal of transcultural nursing, 35(6), pp. 491-500. doi:10.1177/10436596241271088
Unpublished
- Ahmed Osman: Reconstructing social impact in fragile contexts: International intervention, local realities and the mediating role of social workers in Somalia. Presentation 24.9.2025.
Student blogs
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