The classroom is a vibrant crossroads of cultures, languages, and academic traditions in the modern higher education landscape. This was vividly captured in the MultiPro 2026 programme at Savonia University of Applied Sciences, bringing together a diverse group of 30 students from seven countries: France, Lithuania, Austria, Zambia, Spain, Kosovo and Germany. To support such a culturally diverse group, teachers are increasingly turning to the safe4brave concept, a framework that balances “pedagogical safety” with the “bravery” to step into the unknown.

Within the Future Work Ability Project, this article builds on the initial exploratory phase, which examined how the Safe4Brave concept can contribute to creating an inclusive learning environment for international students. In this phase, we integrate the findings from our questionnaire with the theoretical framework of the Safe4Brave concept.

The teacher as the architect of safety

Within the safe4brave concept, the teacher’s role is both foundational and proactive. Safety is not a static condition but a very dynamic pedagogical process that expects teachers to act as the main anchor throughout the students’ journey. In an international context, students often face a significant “discomfort area” defined by unfamiliar academic systems and the challenges of studying in a non-native language in the foreign country, disconnected from their familiar environment without supportive systems at the reach of the hand. Thus, safety must be carefully constructed to allow learning to blossom.

• Pre-arrival anchors

The journey toward safety starts well before the first lecture day. Data from the MultiPro 2026 students highlights, that early digital engagements with the international students successfully initiates “pedagogical safety”. These tools serve as psychological anchors that significantly manage pre-arrival anxiety. Students rated Zoom orientation meetings (5.0 and 4.7) and WhatsApp groups (5.1/6) as critical for their preparation. Moreover, the ability to contact tutor students (4.5) provided an extra layer of security. Broadening this “home base” is essential as it is also highlighted by another survey “Start well” conducted by Savonia in 2025/2026 between international degree students. The data showed that students specifically wish for more pre-arrival information regarding the cost of living, housing arrangements, and real-life insights into the local job market to feel fully prepared. Therefore, for the Educational Institution, this underscores the necessity of establishing a digital “home base”, a space where students can ask questions and receive reassurance before they even step onto campus. Here the role of the international coordinator or future Tutor Teacher is significant.

• The power of structure

For students entering a new cultural environment, a high-structure environment acts as a vital roadmap. The survey revealed a stronger preference for direct communication, with a mean score of 2.2 on a scale where 1 is most direct. This preference is closely tied to a need for instructional clarity. Students specifically requested “clear instructions,” “transparency regarding deadlines,” and “organized Moodle layouts”. A need for clear structure was also expressed in the “Start well” survey in 2025, where international degree students often find “understanding study-related communication” to be a moderate challenge and must quickly adapt to a Finnish academic culture that emphasizes “independent, self-directed learning”. By providing explicit assessment criteria and clear schedules, teachers reduce the cognitive load of navigating a foreign system, allowing students to focus their energy on academic performance rather than administrative confusion.

• Presence, mood, and cultural hierarchy

A teacher’s personal presence is perhaps their most powerful tool in shaping the classroom atmosphere. Research suggests that for students to feel secure, the teacher themselves must feel safe and comfortable, as their presence and behaviour directly influence the classroom. This is particularly important when navigating varying cultural perceptions of hierarchy. For instance, while the Finnish system often features low hierarchy, where students might address teachers by their first name, this does not imply an absence of rules. The teacher must remain a visible guide, responsible for maintaining structure and responsibilities while staying flexible enough to adjust to the diverse needs of the group.

• Collaborative contracting – setting the ground rules

Creating a respectful environment involves “contracting,” or establishing classroom rules together at the very start of a course. This collaborative process helps build a sense of belonging and ensures everyone understands expectations regarding punctuality, respectful communication (especially toward online participants), and the use of electronic devices. When these rules are tested, students expect active intervention but are divided on the approach: 53.3% suggested addressing rule-breakers in front of the class, while 50% preferred a private talk. Consequently, effective teachers must employ a flexible strategy, balancing public accountability with individual respect through a mix of public reminders and private confrontations to maintain a productive and safe atmosphere.

Facilitating bravery: the cautious art of group work

Once safety is established, the teacher must guide students into their “discomfort area” to foster bravery, the willingness to try new learning methods and share ideas. Group work is a primary tool for this, rated by MultiPro students as helpful for their learning with a mean of 4.0/6. Also international degree students reported adjusting well to group work ranking it as 4.1/5.

However, transitioning to group work requires an active and cautious facilitation approach. Without careful oversight, groups can fall into “basic assumption” dysfunctional ones, where the team loses focus on the task and retreats into defensive social patterns. To keep a team on the “working and performance” side, teachers should consider the following:

• strategic group formation: While students naturally are attracted to those they know, this can lead to exclusion. Teachers can support integration by forming groups randomly or mixing students intentionally to encourage diverse interaction. Such intentional mixing need is also echoed in the Savonia “Start well” survey considered to be vital to overcome the reported difficulty international students face in connecting with Finnish locals.

• active monitoring: Because 43.3% of students ask their neighbour for help before the teacher, group dynamics are the primary “safety harbour”. The teacher must remain a present guide, ensuring these peer interactions remain focused on the task substance rather than becoming a distraction.

• managing group sizes: Smaller settings are perceived as most effective for learning, specifically in classes between 15 and 22 people, which allows the teacher to better facilitate these complex dynamics.

Nurturing a “brave” mindset toward mistakes

A key element of the brave classroom is the re-framing of mistakes. The survey data shows a highly encouraging trend: 83.3% of students view making mistakes as a “good learning experience,” and 60% feel it is “not a big deal”.

The teacher’s role is to protect and maximise this mindset. By valuing mistakes as great opportunities for growth (the ‘V’ in the BRAVE acronym), educators can lower the social discomfort of participation. This is particularly important for international students who may feel may be challenged by lack of the language ability or social confidence to contribute.

Conclusion

Ultimately, the safe4brave concept proves that an inclusive classroom is a shared responsibility. When strong support systems and a welcoming atmosphere are in place, students feel supported, safe, and included from the beginning. By initiating safety through high structure and clear communication, and then carefully facilitating brave interactions through well-managed group dynamics, teachers empower students to move from initially experienced uncertainty to high-performance learning journey.

References

Creating Safe and Brave Spaces: Fostering Psychological Safety In Schools | New Leaders Blog

BRAVE classroom practices | National Center for Science Education

Rosinski, P. (2003) Coaching Across Cultures. John Murray Business

Bion, W. R. (1961). Experiences in groups and other papers. Tavistock Publications.

Safe4Brave – Creating a comfortable yet challenging enough learning environment – Savonia AMK

Savonia “start well” Survey, 2025/2026

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Authors

MultiPro 2026 students: Katharina Gstöttenbauer and Emily Gärtner

Agnieszka Laherto, Savonia Iisalmi Campus International Coordinator, Wellbeing specialist in Future Work Ability Project

This article was prepared with the help of AI.