The study explored educational perceptions concerning Finnish university mergers. The data were collected by interviewing academics and students (n = 30) in four merger projects. Qualitative content analysis was applied to the data. According to the findings, (i) the implications of the merger with regard to educational activities were primarily connected to the institutions’ own culture and history; (ii) new openings in education, teaching, and learning were only moderate in scope at the time of the interviews; (iii) there is strong potential for the enhancement of teachers’ pedagogical competence; (iv) creating a joint organisational and educational culture is a challenging and time-consuming task. The findings further suggest that it is important to pay attention to openness and transparency at all stages of a merger. The study highlights the fact that the actual changes in education, teaching, and learning are slow.

该研究探讨了有关芬兰大学合并的教育观念。数据是通过采访学者和学生收集的（n = 30) 在四个合并项目中。对数据应用了定性内容分析。根据调查结果，(i) 合并对教育活动的影响主要与机构自身的文化和历史有关；(ii) 在采访时，教育、教学和学习领域的新职位空缺规模不大；(iii) 提升教师教学能力的潜力巨大；(iv) 创建联合的组织和教育文化是一项具有挑战性和耗时的任务。调查结果进一步表明，在合并的所有阶段注意公开和透明是很重要的。该研究强调了一个事实，即教育、教学和学习的实际变化是缓慢的。