Educational Standards
Read how global frameworks (U.S., Finnish, and Saudi) inform curriculum planning in diverse school context.
Introduction
Educational standards serve as foundational frameworks that guide curriculum development and instructional decision-making across diverse learning environments. Through my graduate studies in Curriculum and Instruction, I have come to view standards not as restrictive mandates, but as supportive guidelines that enhance clarity in learning goals, promote coherence across instructional sequences, and advance equity by ensuring all students are held to consistent and meaningful expectations. In my coursework, I have explored how standards function not only in theory but in applied practice, particularly through lesson planning, instructional design, teacher training, and curriculum evaluation. This paper presents a reflective synthesis of these experiences and highlights how standards have shaped my professional growth across multiple educational contexts.
From Theory to Practice: The Role of Standards in Rekla Consulting
This reflection also connects directly to my current work as the founder of Rekla Consulting and Learning Studios; an educational consultancy grounded in Finnish pedagogy and global best practices. Rekla supports schools and educators in designing research-based, culturally responsive curricula aligned with national and international standards. The knowledge and experience shared in this paper have not only shaped my academic development, but also shape the practical consulting services, curriculum design, and professional training I offer to educational organizations globally.
Comparing Educational Frameworks Across Cultures
My first significant engagement with educational standards came through a comparative analysis of three educational systems: the United States, Finland, and Saudi Arabia. In Pedagogical Considerations of the 21st Century course, I examined how the U.S. Common Core State Standards (CCSS) and Next Generation Science Standards (NGSS) emphasize academic rigor, measurable learning objectives, and standardized frameworks intended to ensure clarity and consistency. In contrast, Finland’s National Core Curriculum promotes broader competencies, student agency, and cross-disciplinary learning, with a focus on fostering real-life skills such as independence, social responsibility, and collaboration. The Finnish approach emphasizes coherence between academic content and students’ experiences, contributing to more equitable and meaningful outcomes. Meanwhile, Saudi Arabia’s standards system is currently undergoing reform as part of Vision 2030, aiming to modernize curriculum frameworks and align them with global benchmarks. This cross-cultural comparison helped me evaluate how different standards reflect underlying educational values and influence curriculum development and instructional priorities in diverse contexts.
Instructional Clarity vs. Pedagogical Flexibility
This comparison clarified how standards enhance clarity in instructional goals and student experiences across systems, helping teachers and students understand what is being taught and why. While the U.S. approach provides clarity through specific grade-level expectations, it may limit flexibility. The Finnish model, on the other hand, empowers educators to craft engaging, real-world learning experiences within broad guidelines. While this flexibility fosters creativity and responsiveness, it also requires highly trained teachers and strong professional collaboration to avoid inconsistencies and ensure alignment with core learning goals. The effective use of standards, I now understand, is not about choosing one system over another but about ensuring coherence by adapting standards to local contexts, available resources, and the diverse needs of learners so that instruction remains connected and purposeful.
Standards-Based Lesson Planning: Finnish and International Models
In my Phenomenon-Based Learning (PhBL) lesson plan titled “What’s the Weather Like Today?” I applied the Finnish National Core Curriculum (FNCC) standard that encourages cross-curricular integration and learning through real-life phenomena (Finnish National Agency for Education [EDUFI], 2016). The lesson was designed around seasonal weather patterns and required students to collect, observe, and chart local weather data over five days. I integrated science, math (graphing), and language skills (vocabulary such as “forecast,” “temperature,” “windy”) while promoting collaboration and inquiry. The cross-curricular, inquiry-based structure of the weather lesson aligned directly with the Finnish emphasis on transversal competencies, particularly Thinking and Learning to Learn and Participation and Involvement.
Instructional Models Aligned with Standards
As part of my graduate coursework, I created several standards-based lessons that reflected varied instructional approaches across contexts. One such example was the Buoyancy Concept Attainment Lesson, designed for early elementary science learners. In this lesson, I applied the “yes” and “no” examples strategy to help students generate the concept of buoyancy themselves rather than to receive it through direct explanation. The goal was to guide students in comparing floating and sinking objects, then collaboratively constructing their own definition of buoyancy based on patterns they observed. This discovery-based approach aligned with the Finnish Core Curriculum’s emphasis on experiential learning and critical thinking. It also supported early science process standards such as observing, classifying, predicting, and drawing conclusions from data. These are essential components of inquiry-based learning in both Finnish and international frameworks.
In contrast, I also designed a Direct Instruction lesson on addition to 20 that followed a more structured model aligned with the U.S. Common Core Math Standards for Grade 1 (1. OA.C.6). This lesson focused on building fluency through repetition, visuals, partner practice, and timed games. I differentiated the instruction for a student who needed manipulatives and step-by-step support, which emphasized how clarity and precision, as reflected in Standards for Mathematical Practice (SMP 6 and SMP 7), can enhance skill-building and student confidence in numeracy.
Another original lesson I implemented was based on the Picture Word Inductive Model (PWIM) and focused on the theme of Healthy vs. Non-Healthy Foods. I used photographs of real food items and guided students in labeling, sorting, and categorizing them, supporting both vocabulary development and health education objectives. This lesson was especially useful in balancing language arts benchmarks with developmentally appropriate practice in early childhood. Across all three lessons, I gained a deeper understanding of how varying instructional models, including discovery-based learning, direct instruction, and inductive strategy, can all align with relevant standards when thoughtfully designed to meet student needs.
Professional Development and Curriculum Alignment Across Systems
These experiences showed how standards can support instructional creativity while ensuring that core academic goals are met. Rather than limiting instructional freedom, standards, when interpreted flexibly, can guide meaningful, real-world learning.
As part of my role with Helsinki International School in the Kingdom of Saudi Arabia (HEI Schools KSA), I led a teacher training session titled “Strategies for Integrating Savvas and Finnish Education,” which I designed and facilitated for our school’s teaching staff. Savvas is a U.S.-based, standards-aligned curriculum widely used in international and American schools. It provides detailed pacing guides, scripted lesson plans, and standardized assessments designed to ensure measurable academic progress. The session was grounded in a presentation I created that aimed to help educators understand and reconcile the expectations of three systems: the structured and standards-aligned Savvas curriculum (U.S. based), the holistic and inquiry-driven Finnish National Core Curriculum, and the compliance requirements of the Saudi Ministry of Education (MOE). The participants were local and international teachers working within HEI Schools KSA, all of whom were expected to align their instruction with these three frameworks simultaneously.
Balancing Rigor and Flexibility Through Training
In the training, teachers compared structured and flexible approaches to curriculum using activities such as a classroom design icebreaker, small-group discussions, and guided analysis of sample lessons. We explored ways to preserve pacing and accountability while infusing lessons with Finnish-inspired student agency, project-based learning, and formative assessment strategies. One key takeaway was that student-centered projects and cross-curricular tasks could be meaningfully integrated into rigid Savvas frameworks without sacrificing learning goals. We also reviewed case studies and success stories from our own school to demonstrate how transversal competencies, such as critical thinking, collaboration, and self-direction, could be woven into standards-based teaching. The training reinforced that aligning to standards does not require abandoning creativity or teacher autonomy. Instead, it demonstrated how teachers can confidently navigate structured benchmarks while cultivating flexible, inquiry-based pedagogy that respects local expectations. This approach, which merges accountability with trust in professional judgment, has become a foundational message in my consulting work through Rekla Learning Studios.
Research and Reflection on Flexible Standards
My engagement with educational standards has also been enhanced through analysis of research on curriculum design and instructional models. In multiple assignments, I reviewed literature on Phenomenon-Based Learning and its alignment with Finland’s national standards. Research by Akkas and Eker (2021) showed that PhBL significantly improves students’ metacognitive awareness, while Kangas and Rasi (2021) linked it to the development of multiliteracy skills. These studies reinforced the value of using broad, interdisciplinary standards as a foundation for deeper learning.
Reading studies by Akkas and Eker (2021) and Kangas and Rasi (2021) helped deepen my appreciation of how flexible standards can promote both student and teacher autonomy. Akkas and Eker emphasized how Phenomenon-Based Learning fosters metacognition, encouraging students to reflect on their own thinking rather than passively absorb facts. Kangas and Rasi highlighted the importance of multiliteracy in supporting diverse learners’ voices and self-expression. These insights made me realize that standards, when broad and thoughtfully constructed, can function as empowering guidelines rather than limitations. This perspective was reinforced by my study of Finnish education, where teachers are granted autonomy to design learning experiences that align with national goals yet remain highly personalized. I now understand that strong standards do not necessitate rigid implementation; instead, they can support creative, inquiry-driven, and equity-focused teaching when paired with professional trust.
Navigating Cultural Expectations with Empathy and Evidence
One key takeaway from this research was the importance of extensive teacher training when implementing curriculum aligned with standards. As I noted in my final research review, even well-designed standards will not improve outcomes unless educators are supported in understanding and applying them effectively. This insight now informs my professional development services at Rekla Consulting, where I collaborate with school leaders to build teacher confidence for standards-aligned instructional planning.
Navigating conflicting cultural expectations around early literacy instruction has challenged me to approach curriculum development with greater empathy and precision. In my role as a program manager in a Saudi Finnish early childhood setting, I have had to reconcile differences in educational expectations. For instance, Saudi parents often expect children to read by age five, whereas Finnish standards delay formal literacy instruction until age seven. This cultural gap requires not only subject matter expertise but also effective communication and empathy.
I addressed this issue in my Final Infographic Reflection for CT770: Pedagogical Considerations in the 21st Century, where I discussed how I use research-based benchmarks to communicate with families, helping them understand Finnish practices and how delayed literacy can lead to stronger comprehension and confidence in later years. This real-world experience showed me that applying standards also involves advancing equity by navigating cultural beliefs, building trust, and adapting language to suit the community, which are all essential skills I now integrate into my consulting practice to ensure that learning is accessible, inclusive, and responsive.
Conclusion
My academic and professional experiences have deepened my appreciation for the role of standards in shaping effective teaching and learning. I have learned to align instructional design with various national standards—from the structured benchmarks of the U.S. Common Core and Saudi MOE to the flexible, holistic guidance of the Finnish National Core Curriculum. Through lesson planning, curriculum analysis, training delivery, and international research, I have developed a toolkit for applying standards with both intentionality and cultural sensitivity.
As I continue building Rekla Consulting and Learning Studios, these experiences form the foundation of my work with educators and school leaders. Whether supporting curriculum alignment, designing teacher training, or guiding school improvement planning, I aim to apply educational standards as adaptable frameworks that support student-centered, inquiry-driven learning. Ultimately, I view standards not as ends in themselves, but as dynamic guides that help create meaningful, equitable, and future-ready educational experiences.
References
Akkas, E., & Eker, C. (2021). The effects of phenomenon-based learning approach on students’ metacognitive awareness.
International Journal of Education Technology and Scientific Research, 6(13), 1950–1986. https://doi.org/10.5897/ERR2021.4139
Common Core State Standards Initiative. (2010). Mathematics standards. http://www.corestandards.org/Math/
Finnish National Agency for Education (EDUFI). (2016). National Core Curriculum for Basic Education 2014. Finnish National
Board of Education.
Kangas, M., & Rasi, P. (2021). Phenomenon-based learning of multiliteracy in a Finnish upper secondary school. Media Practice and
Education, 22(4), 342–359. https://doi.org/10.1080/25741136.2021.1977769