Five Basic Cornerstones of Sustainability Education in the Arctic
The Arctic region faces many threats but also opportunities due to economic, climate, environmental, cultural, social, professional, educational, and institutional changes, which also necessitate new perspectives on sustainable education. When implementing sustainable education in the Arctic, it is...
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MDPI AG
2020
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Online Access: | https://doi.org/10.3390/su12041431 https://doaj.org/article/a81a8f403118493faa0cb7b67d0ea4d6 |
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fttriple:oai:gotriple.eu:oai:doaj.org/article:a81a8f403118493faa0cb7b67d0ea4d6 2023-05-15T14:33:50+02:00 Five Basic Cornerstones of Sustainability Education in the Arctic Kaarina Määttä Sanna Hyvärinen Tanja Äärelä Satu Uusiautti 2020-02-01 https://doi.org/10.3390/su12041431 https://doaj.org/article/a81a8f403118493faa0cb7b67d0ea4d6 en eng MDPI AG 2071-1050 doi:10.3390/su12041431 https://doaj.org/article/a81a8f403118493faa0cb7b67d0ea4d6 undefined Sustainability, Vol 12, Iss 4, p 1431 (2020) learning teaching sustainability sustainability education arctic envir socio Journal Article https://vocabularies.coar-repositories.org/resource_types/c_6501/ 2020 fttriple https://doi.org/10.3390/su12041431 2023-01-22T19:23:46Z The Arctic region faces many threats but also opportunities due to economic, climate, environmental, cultural, social, professional, educational, and institutional changes, which also necessitate new perspectives on sustainable education. When implementing sustainable education in the Arctic, it is important to increase knowledge and understanding of the special features of Arctic areas—their opportunities and vulnerabilities. In this article, the model of Arctic sustainable education (ASE) has been introduced. It is based on a new kind of lifestyle that illustrates respectful and responsible attitudes toward other people and nature. What are the special features of the teaching and learning of ASE and how to organize it? In this theoretical article, we have discussed the challenges and goals, and possibilities and significance of ASE by leaning on the five cornerstones, concerning learning and teaching of SE in schools and organizations: why, what, how, who, and when. The ASE may provide new ideas to develop sustainable education not just in the Arctic region but also elsewhere as it gets its special opportunities and expectations in a context- and time-bound manner. In conclusion, the role of educational psychology in ASE has been viewed and discussed. Article in Journal/Newspaper Arctic Unknown Arctic Sustainability 12 4 1431 |
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English |
topic |
learning teaching sustainability sustainability education arctic envir socio |
spellingShingle |
learning teaching sustainability sustainability education arctic envir socio Kaarina Määttä Sanna Hyvärinen Tanja Äärelä Satu Uusiautti Five Basic Cornerstones of Sustainability Education in the Arctic |
topic_facet |
learning teaching sustainability sustainability education arctic envir socio |
description |
The Arctic region faces many threats but also opportunities due to economic, climate, environmental, cultural, social, professional, educational, and institutional changes, which also necessitate new perspectives on sustainable education. When implementing sustainable education in the Arctic, it is important to increase knowledge and understanding of the special features of Arctic areas—their opportunities and vulnerabilities. In this article, the model of Arctic sustainable education (ASE) has been introduced. It is based on a new kind of lifestyle that illustrates respectful and responsible attitudes toward other people and nature. What are the special features of the teaching and learning of ASE and how to organize it? In this theoretical article, we have discussed the challenges and goals, and possibilities and significance of ASE by leaning on the five cornerstones, concerning learning and teaching of SE in schools and organizations: why, what, how, who, and when. The ASE may provide new ideas to develop sustainable education not just in the Arctic region but also elsewhere as it gets its special opportunities and expectations in a context- and time-bound manner. In conclusion, the role of educational psychology in ASE has been viewed and discussed. |
format |
Article in Journal/Newspaper |
author |
Kaarina Määttä Sanna Hyvärinen Tanja Äärelä Satu Uusiautti |
author_facet |
Kaarina Määttä Sanna Hyvärinen Tanja Äärelä Satu Uusiautti |
author_sort |
Kaarina Määttä |
title |
Five Basic Cornerstones of Sustainability Education in the Arctic |
title_short |
Five Basic Cornerstones of Sustainability Education in the Arctic |
title_full |
Five Basic Cornerstones of Sustainability Education in the Arctic |
title_fullStr |
Five Basic Cornerstones of Sustainability Education in the Arctic |
title_full_unstemmed |
Five Basic Cornerstones of Sustainability Education in the Arctic |
title_sort |
five basic cornerstones of sustainability education in the arctic |
publisher |
MDPI AG |
publishDate |
2020 |
url |
https://doi.org/10.3390/su12041431 https://doaj.org/article/a81a8f403118493faa0cb7b67d0ea4d6 |
geographic |
Arctic |
geographic_facet |
Arctic |
genre |
Arctic |
genre_facet |
Arctic |
op_source |
Sustainability, Vol 12, Iss 4, p 1431 (2020) |
op_relation |
2071-1050 doi:10.3390/su12041431 https://doaj.org/article/a81a8f403118493faa0cb7b67d0ea4d6 |
op_rights |
undefined |
op_doi |
https://doi.org/10.3390/su12041431 |
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Sustainability |
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12 |
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4 |
container_start_page |
1431 |
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