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Five Basic Cornerstones of Sustainability Education in the Arctic

Author

Listed:
  • Kaarina Määttä

    (Faculty of Education, University of Lapland, P.O. Box 122, FI-96101 Rovaniemi, Finland)

  • Sanna Hyvärinen

    (Faculty of Education, University of Lapland, P.O. Box 122, FI-96101 Rovaniemi, Finland)

  • Tanja Äärelä

    (Faculty of Education, University of Lapland, P.O. Box 122, FI-96101 Rovaniemi, Finland)

  • Satu Uusiautti

    (Faculty of Education, University of Lapland, P.O. Box 122, FI-96101 Rovaniemi, Finland)

Abstract

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.

Suggested Citation

  • Kaarina Määttä & Sanna Hyvärinen & Tanja Äärelä & Satu Uusiautti, 2020. "Five Basic Cornerstones of Sustainability Education in the Arctic," Sustainability, MDPI, Open Access Journal, vol. 12(4), pages 1-15, February.
  • Handle: RePEc:gam:jsusta:v:12:y:2020:i:4:p:1431-:d:320870
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    References listed on IDEAS

    as
    1. Kaarina Määttä & Satu Uusiautti, 2020. "Educational Psychological Perspectives on Sustainability Education," Sustainability, MDPI, Open Access Journal, vol. 12(1), pages 1-6, January.
    2. Promberger, Markus, 2017. "Resilience among vulnerable households in Europe : Questions, concept, findings and implications," IAB Discussion Paper 201712, Institut für Arbeitsmarkt- und Berufsforschung (IAB), Nürnberg [Institute for Employment Research, Nuremberg, Germany].
    3. Satu Uusiautti & Kaarina Määttä, 2013. "Who is a Suitable Teacher? The Over-100-Year Long History of Student Selection for Teacher Training in Finland," International Journal of Sciences, Office ijSciences, vol. 2(03), pages 109-118, March.
    4. Adam C. Davis & Mirella L. Stroink, 2016. "The Relationship between Systems Thinking and the New Ecological Paradigm," Systems Research and Behavioral Science, Wiley Blackwell, vol. 33(4), pages 575-586, July.
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    Cited by:

    1. Pablo Aránguiz & Guillermo Palau-Salvador & Ana Belda & Jordi Peris, 2020. "Critical Thinking Using Project-Based Learning: The Case of The Agroecological Market at the “Universitat Politècnica de València”," Sustainability, MDPI, Open Access Journal, vol. 12(9), pages 1-23, April.
    2. Yovav Eshet & Pnina Steinberger & Keren Grinautsky, 2021. "Relationship between Statistics Anxiety and Academic Dishonesty: A Comparison between Learning Environments in Social Sciences," Sustainability, MDPI, Open Access Journal, vol. 13(3), pages 1-18, February.
    3. Zhenwen Liu & Hsi-Chi Yang & Yan-Chyuan Shiau, 2020. "Investigation on Evaluation Framework of Elementary School Teaching Materials for Sustainable Development," Sustainability, MDPI, Open Access Journal, vol. 12(9), pages 1-19, May.

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