Abstract:

In an era of growing cultural diversity in higher education, fostering inclusion and social integration have become key priorities for institutions. While universities often focus on academic and administrative measures to support international students, engagement through peer-based and participatory support activities can offer more authentic pathways to belonging and integration. This case study, conducted within a higher education institution in Finland, explores how student engagement in support activities contributes to inclusion and integration, viewed through the lens of guidance counsellors who coordinated and supervised these initiatives previously.

The research forms part of a broader institutional project aimed at enhancing student well-being and integration. Through semi-structured interviews with guidance counsellors, the study examines their perceptions of the benefits, challenges, and institutional implications of involving student interns as peer-support providers. The findings demonstrate that such engagement not only strengthens inclusion at the student level but also enhances the overall effectiveness of guidance services.

According to counsellors, involving student interns as support providers significantly lowers the threshold for peers to seek help, as students often find it easier to approach a fellow student than a staff member. This peer dynamic increases trust in the organisation and fosters a sense of safety and belonging within the student community. The initiative also helps redistribute institutional resources: by delegating part of the emotional and social support to trained student interns, guidance counsellors can focus more effectively on their primary task of academic counselling and strategic guidance.

The study highlights that integrating student engagement into institutional support structures creates a mutually beneficial cycle of inclusion — students become both beneficiaries and active agents of integration. Furthermore, guidance counsellors emphasise that structured supervision, clear role definition, and reflective practice are essential to ensure the sustainability and quality of such programs.

The discussion situates these findings within the broader discourse on inclusion and student-centred support in higher education, suggesting that participatory peer-support models can be powerful tools for building trust, developing employability skills, and promoting cultural integration. The Finnish case demonstrates how a human-centred, collaborative approach can complement technological and administrative solutions, creating learning communities that are both inclusive and resilient.

Ultimately, the study argues that inclusion is not achieved solely through institutional policy, but through everyday engagement and shared responsibility. By empowering students to take part in the support ecosystem, higher education institutions can cultivate a culture of belonging that benefits individuals, staff, and the academic community.

Keywords:

Higher education, inclusion, cultural diversity, student engagement, guidance counselling, Finland.