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Fluent transitions to higher education are a common concern, especially in highly selective Finnish teacher education (TE). This study examined the fit between the matriculation examination (ME) results and the selection criteria applied in TE. We studied the accepted applicants in Finland in 2013-2015 (n = 5116), and both the accepted and rejected applicants at the University of Oulu in 2015 (n = 2170). Among the accepted applicants, the ME typically consisted of mother tongue, advanced syllabus English, basic syllabus mathematics, psychology, and health education. The various selection criteria did not directly differentiate the applicants with respect to the ME. The two strongest predictors in the ME for acceptance to TE were the choice of and performance in advanced syllabus mathematics and psychology. The results are discussed in light of selection criteria and TE.

Declining interests in STEM (science, technology, engineering, and mathematics) related careers are concerning at a time when the society is becoming more reliant on complex technologies and science. Our study examined the predictors of students' STEM career interests within cohort data (N = 601) collected from Finnish general upper secondary schools. We created a SEM research model based on the Social Cognitive Career Theory, to explore how (1) Career outcome expectations, (2) Natural science subject interests, (3) Mathematics self-efficacy beliefs, (4) Receiving career information from various sources, (5) Support for mathematics studies related to (6) students' STEM career interests. A structural equation modelling (SEM) analysis showed receiving career information from various sources had a positive effect on STEM career interest. Likewise, mathematics self-efficacy beliefs positively related to natural science subject interest which, in turn, contributed to students' interest towards STEM careers.

A multitude of research shows that the secondary education (SE) outcomes relate with university academic achievement (AA). More research is needed on SE outcomes subject-specifically. We examined the relationship between the Finnish matriculation examination (ME) results and AA, study success (grades) and study progress (credits), of educational sciences students (N = 1,214) who were pursuing a three-year bachelor's degree in 2007-2017. The overall ME results explained 15% of the variance in study success and less than 1% in study progress. Success in mother tongue, mathematics, psychology and health education in the ME along with 1st- and 2nd-year study success related positively with higher study success throughout the three years. For the 3rd-year study progress, the results were more mixed, and progress in the 1st and 2nd year was statistically significant compared to the ME results. In conclusion, it is recommended to consider subject-specific ME outcomes regarding student admissions and curricula.

Vocational education and training (VET) remain overlooked in learning analytics (LA) research. This systematic literature review, using four databases and other sources, was carried out by analyzing selected 60 articles (2012-2017) to study the levels and stages of education that the reviewed LA literature examined. The review indicated that most of the analyzed papers focused on the course level, followed by student and institution levels in higher education. Few empirical studies have addressed LA use during the VET stage, particularly at the governmental level. We also considered ethical concerns and recommendations for further LA development in VET. It is suggested to use LA in knowledge transfer and integration between the classroom and workplace.

Background: Despite the increasing need for STEM skills, to date, the connection between STEM subject choices and their impact on students' educational pathways has not been widely studied. Focusing on the mathematics choice (basic/advanced/no mathematics), a large register dataset that covered students admitted to Finnish universities during 2013-2015 (N = 46,281) was combined with upper-secondary school matriculation examination data (N = 93,955) to find out how this choice influenced the students' university admissions. This large dataset was also examined to establish the current gender distributions in different university degree programs from the perspective of mathematics choices. Further, to find out the students' reasons behind their mathematics choices, a cohort sample of 802 student responses was collected from upper-secondary schools. We also investigated the students' interests in different fields of study to establish any gender differences in them. Results: The register data analysis suggested that in Finland, students' mathematics choices had a strong influence on the university admission outcomes. For instance, only 33% of the upper-secondary school graduates took the advanced mathematics ME test in 2013-2015, yet the number of those admitted to universities who had taken the advanced mathematics ME test was 55%. Most of the university degree programs were female dominated, yet the university students with advanced mathematics were mostly male, and especially the STEM fields in the Finnish universities were male dominated. As for the reasons behind the mathematics choices, students who chose advanced mathematics believed in its usefulness for their future studies and careers. We also found significant gender-based educational differences regarding all the study fields, with STEM careers attracting more males than females. Conclusion: Advanced mathematics was highly valued in Finnish universities, and many students chose advanced mathematics believing in its usefulness for their future studies or careers. Yet, their further study interests and career plans were segregated by gender. As there is a rising need for STEM skills, we must seek effective ways to deliver the evolving possibilities of STEM fields to students, especially girls, during the earlier years of their educations.

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