Climate University goes Aalto: Innovations and Creativity in Climate Education, 2-3 March 2020

The auditorium in Dipoli, the main building of Aalto University in Otaniemi, was fully packed with multidisciplinary knowledge and climate enthusiasm when the participants of the Aalto Climate University seminar gathered together on Monday morning 2nd of March. The seminar attracted a lot of interest with more than 100 participants.

Figure: Welcome to Climate University seminar in Aalto University.

The seminar started with greeting from the vice dean of School of Science, prof. Ari Koskelainen, who emphasized the importance and acuteness of the climate crisis and the role of university education in mitigating it. The seminar theme “Innovations and Creativity” was discussed through various sustainability and climate-related showcases from Aalto University. Prof. Anniina Suominen from Aalto School of Arts presented how they already have incorporated sustainability issues quite thoroughly in arts and design education. Meri Löyttyniemi from Aalto Sustainability Hub introduced Aalto’s latest effort to map for all Aalto courses to which UN Sustainable Development Goals they relate to. The SDG labels are being introduced to Aalto´s upcoming 2020-22 course plan. Based on the labeling, approximately 10 % of the roughly 3000 courses in Aalto include climate-related content, the SDG#13.

Figure: “Social intrapreneurs” for climate education. “Never doubt that a small group of committed citizens can change the world.” (Margaret Mead)

Entrepreneurship was another focus of Aalto’s seminar. Minna Halme, professor of sustainability management, introduced us the concept of social intrapreneurship – acting entrepreneurially inside a large organization to achieve social or environmental aims. The concept was easily recognized by many participants and found highly empowering. Lauri Järvilehto from Aalto Ventures Program emphasized that there is clear trend going on in start-up world towards more impactful and responsible entrepreneurship, which could have a significant impact in making our societies more sustainable.

Figure: Participants analyzing their own carbon footprint with the 1,5 Degrees Lifestyle Puzzle.

The first seminar day also included several hands-on workshops. Participants got a safe space to discuss their anxieties related to climate change, and they learned how awareness-based approach can help in education to empower students for climate actions and to be more in contact with their inner feelings. One workshop group analyzed the significance of personal climate actions using the 1.5 Degrees Lifestyle Puzzle by D-mat Ltd.

Figure: Participants’ summary of what they will start doing, stop doing, continue doing and change after the seminar.

During the seminar day university researcher Angelina Korsunova challenged us to ponder our personal behaviour and thoughts: what to start on doing, what to stop, what to continue and what to change in order to achieve our individual goals as climate educators and change makers in our home universities organisations.

Figure: The climate challenges were filmed in Dipoli lobby.

The lunch and coffee breaks were utilized for Climate Challenges filming as a continuum to the campaign started at Metropolia workshop last fall. We recorded altogether 13 challenges for various actors including Aalto Student Union AYY, Aalto University and Aalto Campus and Real Estate. The challenges will be published via Climate University Twitter and YouTube accounts.

Figure: Playing sustainability board games by Snowflake Education Ltd.

During the second day participants had the chance to explore climate actions in Otaniemi high school and Aalto Junior, and play sustainability board games (Clime Out and Dilemma) designed for education by Snowflake Education from Sweden. Most of the day was devoted to piloting and developing Climate University course materials in smaller groups. Development concentrated on the following courses:

  • – a Bachelor-level course on sustainable development and its various aspects
  • – a Master level project course for solving climate and sustainability challenges with companies and organisations
  • – a Master-level course on systems thinking and multidisciplinary approaches to climate change
  • – basic course on climate change for high schools

Figure: “I love Java sweet and hot” – A surprise performance by Dominante quartet/quintet during the dinner.

The next steps for the Climate University project community include finalizing the course materials, piloting the courses with students, and most importantly promoting active integration of courses to current curricula in universities, including lifelong learning for all stakeholders and executive education as well. We hope this will proceed as smoothly as the Dominante quartet singing at our dinner in Fat Lizard restaurant!

Figure: Enjoying vegan breakfast at Dipoli.

The conference organizing team was proud about serving fully vegan food at the conference. We hope the effort will continue in the following Climate University seminars! Besides, food waste was successfully avoided during the conference by informing Aalto students of leftovers through a student-led telegram group.

Lady Fortuna was on our side, as the seminar was scheduled well before the restrictions of corona pandemic came into force. Hopefully this pandemic – once it is over – will bring forth and amplify our abilities for coordinated collective measures and improve our behavior and actions to fight the climate crisis as efficiently.

Sincere thanks for all seminar participants for making the seminar in Aalto such a great event!

Speeches from Dipoli auditorium and all seminar materials are available at:

Follow the climate challenge campaign on Twitter and YouTube: 


Text: Emma Sairanen, Sanna-Liisa Sihto-Nissilä & Meri Löyttyniemi

Photos: Cvijeta Miljak 

Tips for digital pedagogy in the time of (climate) crisis

The global COVID-19 pandemic is speeding up the digital leap in the academia. During the last couple of days, many universities have decided to fully transition to digital teaching until the epidemic situation has settled down. All mass events are cancelled and we are advised to avoid contacts and move to the virtual meeting and teaching environments.

After teaching courses online since 2016, and Leadership for sustainable change, both having hundreds of students every year, I thought to share some experiences on digital pedagogy. These are my personal experiences as a teacher, no official guidelines. Feel free to criticize and add yours! I have also attended some courses and trainings, and want to thank University of Helsinki digital pedagogy support and pedagogy courses.

My tips for digital pedagogy:

  1. Don’t leave the student alone. Climate change as well as global pandemic are terrifying to a student, who feels uncertainty about their future. Show that you care. Personal contact to the teacher and other students creates feeling of community and belonging and keeps the student motivation high.
  2. Set weekly deadlines. When studying remotely, it is easy to get lost with many tasks (tell me about it, I’m also working from home with my kids around me!). Deadlines are the student’s best friend, that keeps them in the study schedule.
  3. Digital tools are tools, not aims. They are there to help you to deliver the message. Think always about the learning aims first, and then how you can best enable the student to learn them. There is not much difference between digital pedagogy and pedagogy in general. Good teachers are usually good teachers also online.


I have tried (at least) the following online ways of teaching:

Lecturing online – streaming lectures online from your laptop gives intimacy to the teaching, even more than a mass lecture in a huge lecture hall (half empty). With virtual conferencing tools, like Zoom, Adobe Connect, Microsoft Teams or Skype, you can enable student comments and questions, and small group discussions in the middle of the lecture.

Recording teaching videos – this takes some time to prepare from beforehand, but is very student-friendly, when the lectures are available online whenever and wherever they are. However, my experiences are that students do not watch long videos. So keep the videos short (max 8 mins) or have activities (like H5P) in the middle.

Online help for students – set an hour of your calendar when you are available for the students via chat and video link, for them to ask any questions related to the course. Like you would have an office hour for the students, but virtual.

Online groups – climate change, for example, is a huge topic to study and students have a lot of questions and concerns related to it. It is important to have people next to you for sharing and peer-support. In courses with hundreds of students, I don’t have the opportunity to discuss with every student individually, so I find it important for them to have groups to work together. In my courses, students do assignments, write learning diaries, or do projects in groups. Most of the online groups work fine, but sometimes it is challenging to get started, especially if the students have very different motivations and challenging schedules. Extra support might be needed.

Online discussion forums – in all my online courses I have also provided the students open discussion forums to share any ideas, thoughts or questions related to the course topics. I have wanted to give them the opportunity to share what they feel they want to share, but I have to say, those have never really worked out in my courses. However, I know other teachers have used online discussion forums successfully in their courses, when students have had clear instructions and participation to the online discussions has been part of the grading.

Peer-review – reviewing other students’ assignments is a learning experience, where the student learns for example critical thinking and different ways to approach the same problem. In mass courses it also makes the teacher work load scalable. Remember that the course grading should never be based on peer-review alone, but the teacher is always responsible of the grading. So you can use the student reviews as a guiding line, but ensure that they are fair for example by checking those where the individual peer reviews differ significantly. For that reason, it is good to ask at least three individual peer-reviews for each assignment, and to have a grading matrix for the students to base their peer-review on.

Online activities – like quizzes and polls, they are nice additions that make the online learning not so boring. Moodle has many options for that and with Flinga you can create different kind of flip charts and mind maps. Don’t take it too seriously and just try – it can be also fun!

In Climate University, we are preparing online courses on climate change and sustainability for any university or other actors to use for free by the end of 2020. By providing online education in these crucial topics we aim at building the society’s capacity to face the global challenges around us.

Laura Riuttanen

University of Helsinki

Figure from, licensed as Creative Commons Zero – CC0

Climate University new courses coming by 2020

Learning Objectives (preliminary 28.2.2020) – piecing together the challenges of climate change and sustainability

5 ECTS, Bachelor level, ENG & FIN

  • The student understands the intersectional, partly contradictory, goals and interdimensionality of the climate challenge and the challenges of sustainable development.
  • After completing the course, students will be familiar with the multidisciplinary links between climate change and different goals of sustainable development, and will identify different tools for solving problems.
  • The student understands the importance of positivity and solution orientation both through the global responsibility of individuals and through the transformation of existing structures.

Contact: Sari Puustinen – systems thinking tools for the sustainability transition

5 ECTS, Master level, ENG

  • Students will understand why systems thinking is necessary to make the implications of global challenges comprehensible and understand the various forms of change Climate Change is bringing about in eco-social systems.
  • Students will be able to make reflective use of models to ask and test questions about the structures and dynamics of systems.
  • Students will recognize the potential for systems thinking as a form of expertise to contribute to their work and develop their capabilities for interdisciplinary collaboration.
  • Students will understand the opportunities for intentional systems change and their own agency.

Contact: Mikko Äijälä and Morgan Shaw – new climate solutions in collaboration with the working life

5 ECTS, Master level, ENG

Overarching learning goal is being able to mitigate and solve sustainability problems.

  • The student is able to understand structure and dynamics of complex systems related to solving sustainability challenges in a real-life project.
  • The student is able to anticipate possible and/or sustainable futures related to solving practical sustainability challenges.
  • The student is able to differentiate, justify, and apply values and goals for sustainability.
  • The student is able to create transition and intervention strategies to
    enact change.
  • The student has developed his/her communicative and collaborative skills.

Contact: Sara Malve-Ahlroth


Statistical tools for climate and atmospheric science

5 ECTS, Master level, ENG

  • The student understands basic terminology of statistical analysis of climate and atmospheric data: variables, scales, distributions, measures of center and variation.
  • The student is able to apply common methods of Descriptive and Inferential Statistics.
  • The student remembers how to conduct more advanced statistical analyses to the data: Regression, variance and covariance analysis; linear and nonlinear models; time series analysis; multivariate methods.
  • The student understands how to find the best analysis method for the data and prove the validity of the method.
  • The student is able to report the results in a scientific article.

Contact: Santtu Mikkonen


Climate communication

1-2 ECTS, Bachelor level, ENG & FIN

  • The student understands what is Climate Communication in its different forms.
  • The student is able to identify and discuss things that make Climate Communication a) important, b) challenging.
  • The student understands what affects the messengers and recipients of Climate Communication.
  • The student is able to critically analyse climate change messages and feedback to them.

Contact: Mira Hulkkonen


Lukiolaisen Ilmasto.nyt  

2 op, FIN

Ilmasto.nyt -lukiokurssi on poikkitieteellinen kokonaisuus ilmaston-muutoksen perusteiden oppimiseen. Ilmasto.nyt  -kurssin perus-pilarit ovat ymmärrys ilmastonmuutoksen luonnontieteellisistä perusteista sekä keinoista ilmastonmuutoksen hillinnässä sekä siihen sopeutumisessa 1,5 asteen tavoitteen ja kestävän kehityksen maailmassa. Luonnontieteellisen taustan hallitsemisen lisäksi tärkeänä päämääränä on vahvistaa ymmärrystä ilmaston-muutoksesta syvänä inhimillisenä ja yhteiskunnallisena haasteena ja antaa opiskelijalle eväitä olla osaltaan ratkaisemassa sitä.

Yhteystiedot: Jussi Malila

Download as pdf


At the Metropolia workshop in the end of November we piloted a new campaign called “Climate Challenge!”.

All the participants of the workshop were given the opportunity to challenge anyone, individual or organisation, to a concrete act towards mitigating climate change. The challenges are videos, which we filmed in front of a beautiful moss wall in the cafeteria of Metropolia’s campus of Myyrmäki.

We promised to deliver these challenges to their recipients and also share some of them on social media (Twitter).

We got many great challenges and we were thrilled of the success of the pilot. The challenges were targeted to universities, politicians and cities.

Some of them are yet to be sent, but it will be done soon. We will upload the links to the rest of the challenges to this blog in early January!

Here are two of the challenges made at the workshop. These have already been shared in Twitter and sent to the recipients.

  • The student union of Metropolia University of Applied Sciences, METKA, wants to challenge the staff and the board of Metropolia to give only immaterial gifts this Christmas to reduce overconsumption.
  • Nadine-Cyra Freistetter from University of Helsinki wants to Challenge the City of Helsinki and Helsinki City Markkinointi ry to turn off the Christmas lights in city center during night time. It would save energy and help mitigate climate change!


So in a nutshell:

We got amazing challenges from you. Thank you for that! We will report how the challenged people and organisations will respond to these challenges. We have a few ideas for the future, but we can say almost for sure that Climate Challenge will continue!

#ClimateChallenge #ClimateUniveristy

PS. Climate University is now in Twitter! Follow us: @uni_climate

Text by: Mikael Nummi
Photo: Laura Riuttanen

Climate University goes Metropolia: Spotlight on sustainable cities and communities

Climate University workshop in Metropolia UAS campus in Myyrmäki, Vantaa on 19–20.11.2019

– Environmental crisis is a reality, there is no use to deny it or lament. Solutions exist – we need optimism and quick action now, stated Antti Tohka, director of Metropolia’s Clean and Sustainable Solutions innovation hub, in his opening remarks. Nimo Samatar from student union Metka applauded Climate University for its important work, and challenged Metropolia other universities to do more. Laura Riuttanen, the Climate University coordinator, summarized the project and its activities.

How can cities and communities define, measure and develop sustainability? Pentti Viluksela presented four tools that could be useful. Ronny Rantamäki shared the initiatives and experiences of City of Vantaa in bringing together different players and stakeholder to develop resource-wise and sustainable solutions, for example in urban food and in circular economy. Redono Oy is a pioneer in sustainable food solutions; CEO Henri Laine illustrated many opportunities in this field, and presented an impressive network of partners, including the #urbanfarmlab of Metropolia.

Metropolia student Stefan Sjöholm analysed the Hinku project (Hiilineutraalit kunnat, carbon-neutral communes) from the point-of-view on Kirkkonummi, one of the owner municipalities of Metropolia. After a quick jump to the equator, professor Jukka Käyhkö from University of Turku inspired the audience by showing how Tanzanian students are mobilized to map development challenges in urban areas, and improve the resilience in Dar es Salaam and other cities. Finally, operations manager Tiila Korhonen from HSY (Helsinki region environmental services) outlined the journey of change of Ämmässuo, the largest Nordic landfill in the 1980s towards today’s highly effective eco-industrial centre.

Formula cars and crickets

After the lunch, the participants visited three labs in the Myyrmäki campus. In the automotive lab, the Sniffer project showcased an air quality measuring and analysis lab on wheels, and in the new Ultimate Condition Room, cars and their components, like batteries, can be tested in temperatures ranging from –45 to +60°C.

In the urbanfarmlab, companies and students work together to pilot different urban farming techniques (hydroponics, aeroponics) and crops (greens, crickets, hops, microalgae) using industrial sidestreams as fertilisers.

Next door, a 20-strong all-student team is working on next year’s electric racer car. Students from different backgrounds design and construct the racer with support and collaboration of industrial partners, and compete against other European student teams in summer 2020.

Climate challenge!

Participants were encouraged to devise and present climate challenges to their chosen recipients. Eight short video challenges were recorded and screened by the Metropolia– University of Helsinki video team. See a separate blog posting!

Expertise and cooperation

Day 1 was concluded with a panel discussion on theme What expertise and what kind of collaboration do we need to solve the climate and sustainability challenges? The panelists, Ronny Rantamäki (City of Vantaa), Risto Makkonen (Finnish Meteorological Institute), Paavo Tertsunen (UseLess Company), Janna Pietikäinen (University of Helsinki) and Stefan Sjöholm (Metropolia) elaborated on the issues presented by the moderator Riitta Lehtinen (Metropolia) and the online questions collected from the audience.

At the end of the first day, we raised a toast for the successful first year of Climate University.

New MOOCs took a leap forward

Three of the new Climate University MOOCs were at focus on the second day of the workshop. Project coordinator Laura Riuttanen outlined the existing MOOCs (, Leadership for Sustainable Change, and the work done so far on the new courses. The new MOOCs were presented and processed in a World Café poster session and in two separate workshop sessions.

  • – a Bachelor-level course for sustainable development and climate challenges and solutions
  • – a Master level project course for solving climate and sustainability challenges of companies and organizations
  • – a Master-level course on using systems thinking and multidisciplinary approaches to contribute in societal change

In the closing discussion, feedback was given by the CU steering group member Risto Makkonen and other participants. Although the work is progressing well, the ultimate success of the project depends on how well the courses are integrated in the curricula of the universities and taken into use in different levels and contexts.

Text: Pentti Viluksela

Photos: Emmi Myllylä – project course for solving sustainability challenges

Project course for solving sustainability challenges



Climate change, depleting natural resources, pollution and urbanization pose some of the greatest challenges in the history of humankind. Good solutions are needed now! These so-called wicked problems are so complex that they need actors from all levels of our society working together. Wicked problems are turned into wicked solutions only by strong collaboration between companies, universities, cities and non-governmental organizations (NGOs). This means that future problem-solvers need to know how to work in the middle ground between the business, research and decision-making sectors. On course it is time to put the knowledge learned from books into practice by solving real life challenges related to sustainability issues. The challenges on the course are given by real companies, who want to make a positive impact with their business.

Much of today’s work consists of working in and leading multidisciplinary projects. However, practical project management courses and company collaborations are non-existent in many university studies. course combines problem- and project-based learning methods with sustainability issues, to let students learn the most critical project management skills while gaining valuable working-life experience. At the same time students learn valuable future skills such as tolerating uncertainties and conflicts and balancing with the knowledge learned from the literature and the frame given by the company.

This course is ideally taken after other sustainability courses such as Leadership for Sustainable Change, and so that the students already have some basic knowledge of the complexity of sustainability issues. This course offers a practical way to use that knowledge in real life as well as learn new skills in planning and executing sustainability projects. Students work in multi-disciplinary teams, each team dedicated to one sustainability project. They get to experience how it feels like to use their knowledge to make a positive impact on the world.


In our pilot course in the spring 2020 we will accept students from the following universities:

University of Helsinki, course code: ATM380 (Registration time:  9.12.2019 – 12.1.2020), also available via open university (Registration here)

Turku University of Applied Sciences, course code: TE00BR31 (Registration time: 18.11.2019 – 06.01.2020)

Metropolia University of Applied Sciences, course code: XX00DW15-3001 (Registration time: 2.12.2019 – 15.1.2020)

Lahti University of Applied Sciences, course code: LA00BU68 (Registration time: 25.11. – 8.12.2019)


Course dates:

16.1. 9-11 Virtual lesson I

17.1. 9-11 Mentoring

23.1. 9-11 Virtual lesson II

24.1. & 31.1. 9-11 Mentoring

6.2. 9-11 Virtual lesson III

7.2. & 14.2. & 21.2. 9-11 Mentoring

27.2. 9-11 Final presentations

28.2. 9-11 Feedback sessions


More information:

Piia Nurmi, Leader of Research in Circular Business Models research group, Lecturer, MSc (Econ)

Turku University of Applied Sciences  +358 40 3550931

10.-11.10.2019 Climate University goes Oulu: Workshop with theme Climate education and communication

A month ago, University of Oulu welcomed the Climate University community and all interested professionals to the workshop arranged with theme “Climate education and communication”. One and a half days with interesting program awaited the guests. Dean of education from the Faculty of Science, Saana-Maija Huttula, opened the event by reminding that Climate University, like the University of Oulu, is doing utterly important work for the next generation.

It was heart-warming to acknowledge that many had chosen to travel to Oulu by train, climate-friendly. Unfortunately, sleep had not been guaranteed for everybody in the night train, but despite of that we started the workshop full of enthusiasm. Approximately 50 people took part in the first day of the workshop.

The first session of Thursday 10.10. was reserved for the teachers, who exchanged experiences and plans regarding teaching the existing course. Right after lunch, it was time to dive deep into the theme of the workshop. Five interesting presentations took us on a journey visiting different levels of climate education and communication.

The first presentation by Leena Pääsky from University of Oulu showed how teachers are trained to educate children about climate change. She was followed by Jussi Malila from University of Oulu and Jussi Tomberg from the City of Oulu, who introduced the two partly overlapping projects bringing climate change teaching to high schools in a way never seen before. From high schools we jumped into university level teaching, when prof. Erkki Karvonen from University of Oulu presented the unique master’s programme in Science Communication, and led the audience to think about the role of and challenges related to communicating (climate) science to different audiences. Finally, Niina Grönholm from Micropolis guided us through the preparation and execution of a climate change event targeted at lay audience: IlmastoAreena forum was arranged in the world famous city of Ii, with thousands of visitors attracted by the possibility to discuss about Climate Change.

Dizzy heads were soothed with berry smoothies, before rolling up sleeves. We got a sneek peek into DigiCampus platform by Tiina Vertanen, after which we divided into groups working on the development of new Climate University courses. Focus was on the high school course and the Climate Communications module.

Sense of community peaked at the end of the intense day, when falafel and climate-friendly pizzas (e.g. Stairway  to Heaven and Bobba Fetta) were shared at the eco-oriented restaurant Tuba Food & Lounge. While munching, we listened to Sustainability Science Open Mic presentations.

On Friday 11.10., the day started early, but with full force. Climate University coordinator meeting was intense and fruitful, as always. Meanwhile in another room, the Ilmastonmuutos lukioihin! project kick-off took place. After some fresh fruit and coffee to help brain function, around 70 people consisting of high school teachers, university teachers, Climate University people and students gathered at Tellus Arena to follow a panel discussion about the challenges of multidisciplinary teaching and learning.

Sari Harmoinen (Dean of education from the Faculty of Education at University of Oulu), Sakari Tolppanen (researcher from UEF), Kirsi Haapamäki (from Otaniemi high school), Veera Juntunen (a student from Univ. Oulu) and Viivi Ryhänen (a high school student from Oulun normaalikoulun lukio) provided interesting views and perspectives to the relevant topic of multidisciplinary teaching. The audience was activated, too: they provided questions and comments both traditionally and anonymously via the Mentimeter tool.

Based on the topics covered in the panel discussion, challenges were handed out to small groups formed from the audience. Guilt and hypocrisy, being out of comfort zone, climate anxiety, thinking in silos… Not the easiest questions! The groups started their discussion in silence, eyes closed, and gradually continued to conversations about the challenges and solutions. The session ended with an energetic “TV-shop commercial break”, where a representative from each group presented precision-weapons to tackle the tricky challenges. Maybe the solutions are in our hands (and in our ears), after all.

Food for thought, inspiration, connection and drive to continue our important work – that’s what Oulu provided!

Text: Mira Hulkkonen and Jussi Malila, University of Oulu

Photos: Laura Riuttanen, University of Helsinki  

Welcome to the next workshop “Sustainable cities and communities” 19.-20.11.2019 in Vantaa

Registration is open to the next Climate university workshop, organized by Metropolia University of Applied Sciences in their Myyrmäki campus in Vantaa 19.-20.11.2019.

Theme of the workshop is Sustainable cities and communities. We’ll learn, how City of Vantaa, Metropolia University of Applied Sciences, and other collaborators, face the challenges of climate change and sustainability. Panel discussion What kind of skills and collaboration do we need to solve the climate and sustainability challenges? leads us to the workshop part, where we invite all our collaborators to comment the new Climate University online courses that are currently under preparation. The second day of the workshop is fully designed to co-design these courses.


Program: CU Metropolia .pdf (updated 18.11.)

Registration: is closed, but you are welcome to attend!

Follow online from this link.

Climate education and communication – Registration open to Climate University workshop in Oulu 10.-11.10.

The registration is now open to the next Climate University workshop in Oulu – you are warmly welcome to join!

In Climate University Oulu workshop the focus is on climate education and communication. Climate University is working actively on new online learning materials on climate change for high schools, as well as on a module on climate communication. You are welcome to join this work, and especially we would like to invite our school collaborators. This is also an excellent opportunity to network with other actors in Oulu region, as the University of Oulu is having a sustainability week at the same time, and there is a kick-off of a regional climate education program as well. This workshop is mainly in Finnish.

Program and registration

In Autumn 2019 we’ll also have a workshop hosted by Metropolia in Vantaa Myllypuro Campus in 19.-20.11. The theme is “Sustainable cities and communities”, and we’ll workshop the other coming Climate University new online learning materials on sustainability, systemic thinking, and climate solutions. Registration opens soon.

Online courses for changemakers

The new academic year starts with interesting online courses for change makers.


Leadership for sustainable change is a course about how to lead change towards more sustainable society. In Autumn 2019, the course runs as a 5 ECTS online course in collaboration with University of Helsinki, Tampere University as well as Open university of Helsinki. Course material is available at:

  • University of Helsinki: course code ATM373, next course 3.9.-20.10.2019, registration
  • Open university of Helsinki: course code AYATM373, next course 3.9.-20.10.2019, registration
  • Tampere University: course code HALYAS14 or KATVAS39, next course 3.9.-20.10.2019, registration is an online course about basics of circular economy. Continuous 3 ECTS online course is available 3.9. onwards in the University of Helsinki as well as Open University of Helsinki. 5 ECTS course can be done in LUT-University and University of Helsinki in spring 2020. On the website is general information about the course and a button “Start studying” which leads you to the course platform, where you can register for the course or only look at the course.

  • University of Helsinki: MAAT-051, 3 ECTS continuous, next 5 ECTS course in Spring 2020
  • Open university of Helsinki: AYMAAT-051, 3 ECTS continuous, registration
  • LUT-University: BH60A5400 Introduction to Circular Economy, Autumn 2019 is a course about basics of climate change that everyone should know. The multidisciplinary course was done in collaboration with University of Helsinki, Lappeenranta University of Technology, Metropolia University of Applied Sciences and Finnish Innovation Fund Sitra in 2016. Currently there are courses in seven universities in Finland. Some courses include contact teaching, some run fully online. Material is available at

  • University of Helsinki: course code ATM302, next course 28.10.-9.12.2019, registration in weboodi
  • Open university of Helsinki: course code AYATM302, next course 28.10.-9.12.2019, registration
  • University of Jyväskylä: course code BENA4036, next course 23.9.-20.12.2019, registration in Sisu
  • University of Oulu: course code 766383A, next course 30.10. -28.11.19, registration in WebOodi
  • Aalto University: next course in Spring 2020
  • University of Tampere: next course in Spring 2020
  • University of Eastern Finland: course code 3352703, next course in the autumn semester 2020
  • LUT-University & open university: course code BH60A5900 Climate Change, 5 op, next course 7.1.- 17.4.2020, registration via open university.


See also UniPID online courses, for example “Towards sustainable development goals: the nexus of water, food and energy” by University of Jyväskylä 28.10.-20.12.2019.