The Nordic countries, among them Sweden, were among the most popular destinations for refugees over the past decade. From the beginning of the so-called migration crisis, since 2015, Sweden received nearly 218,000 asylum applications.1 This number should be seen in the context of the entire Swedish population of some 10.2 million, 18.5% of which are former immigrants and their second and third generation descendants born already in Sweden.2 Contemporary Nordic societies, due to the migration processes, changed their ethnic compositions, becoming multicultural and multiethnic. Over the past 50 years the Nordic states and other non-state entities including NGOs co-shaping the social, economic, political and cultural order have been trying to develop integration policies aiming to include immigrants effectively into the mainstream society. Proposed solutions concerned primarily quick introduction of immigrants into the labour market and in the social and cultural life of the host country. However, not all solutions proposed as part of the integration policies have been successful. Most of them did not put enough emphasis on the sphere of education. Currently, a modified form of integration policies makes the educational aspects more visible and prominent. The article focuses on the most important solutions within the Nordic educational systems, which aim to accelerate and facilitate integration of immigrants. The subject is discussed in detail based on an example from Sweden where a specific type of education was developed heavily relying on the relationship and interactions between humans and nature/natural environment. This unusual way of teaching introduced into the educational practice in Sweden and other Nordic countries attracts significant attention among academics and politicians. It provides evidence which allows proposing a hypothesis that it is indeed a highly effective new approach to education and integration.