Educating students in a changing world: Teachers' experiences on participatory learning for sustainability in Finland

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School of Arts, Design and Architecture | Master's thesis
Ask about the availability of the thesis by sending email to the Aalto University Learning Centre oppimiskeskus@aalto.fi
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P1 OPINNÄYTTEET D 2018 Kangur

Authors

Date

2018

Department

Department of Design
Muotoilun laitos

Major/Subject

Mcode

Degree programme

Creative Sustainability

Language

en

Pages

87

Series

Abstract

The work explores the challenges educators face as the current schooling is expected to transform learning towards sustainability and foster the young generation to participate and take action in a changing global society. Five cases in five Finnish schools through teachers’ perspectives and experiences are studied to learn how participatory approaches for sustainability learning are taken into practice. International organisations address the sustainability education through the framework of Education for Sustainable Development (ESD). Key principles and action plans for national policies are developed locally, though they largely underpin the overall objectives of the ESD strategy. The central aims of the new Finnish National Core Curriculum for basic and upper secondary education are described through seven transversal competencies, out of which the L7 highlights the need for the development of students’ participation, involvement and building a sustainable future. The objectives of the study are based on the theoretical frameworks of these policies. The focus in the work is set on the approaches for sustainability learning - how the teaching creates the capacity for active and engaged learning to tackle global challenges that are shaping the world we live in. Qualitative research methods were used to carry out this research. The goal was to study the individual experiences of the teachers - what meaning they give to participation in learning and sustainability education in general. Data for the research was gathered through informal interviewing and in-depth interviews. Grounded theory methodology was used to collect and analyse the data. In-depth interviews were conducted with all the participants in the context environment, which consisted of open-ended questions built around the key themes of the thesis. The research identifies a core concept and specified conditions under which the concept emerges, and demonstrates the ways and means teachers practice and reflect on the studies. Also, the research describes what has favoured implementing participatory learning for sustainability so far, and detects the main obstacles. A discussion on the systemic view of the topic is elaborated to create an understanding of the complexity of sustainability education in a formal school setting and anticipates the challenges regarding the development of guidelines for teachers.

Description

Supervisor

Jalas, Mikko

Thesis advisor

Pulkkinen, Katri-Liisa

Keywords

participatory learning, sustainability education, teachers' experiences, qualitative research, basic and upper secondary education

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Citation

Permanent link to this item

https://urn.fi/URN:NBN:fi:aalto-201806283756

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[master] Taiteiden ja suunnittelun korkeakoulu / ARTS