Tag: sustainability

Posted on

Sustainability and health? Best practices for integration in higher education

Session questions(s):

How is education on wellbeing and sustainability (e.g., planetary wellbeing, one health, planetary health or courses incorporating related content) presented both abroad and in Finland? What are the best practices? What are the current needs and key competences to be developed under different conditions (e.g. higher education institutions, disciplines, study paths)? What kind of opportunities exist for promoting collaborations between faculties or higher education institutions (e.g. Climate University platform or Kestävyysopintojen verkosto).

 

Session description:

The session was attended by representatives of higher education organisations, especially those involved in education planning. The discussion and group was representing different disciplines such as medicine, sustainable resource use, social sciences and restonomy. The discussion was mostly covering what type of education is existing, what are the challenges for students and teaching, and what could be done to overcome these.

 

Session lesson(s):

Whilst one health / planetary health / planetary wellbeing and similar topics are covered in education programmes, the contents are typically spread out to different courses in a fragmented manner. While this is a good approach in some sense, students and teachers/researchers alike are struggling to grasp the full complexity and inter-linkages on a systems level. Furthermore, while there could be theoretical knowledge, more emphasis is needed on practical implementation and solutions (incl. policies, economy). Development is needed in skills such as trans-disciplinary communication, future-thinking and action/practice.

 

Session keyword(s):

transdisciplinary, sustainability, wellbeing, health, education, teaching

 

Marju Prass

Specialist, Nature Step to Health 2022-2032, Lahti University Campus

Posted on

Business opportunity recognition in SDGs

Session questions(s):

What is necessary for business opportunity recognition in SDGs?
Context:
-Who are your main external and internal stakeholders?
-How do you influence your stakeholders?
Motivation:
– Which of the SDGs are the ones that you see as motivators and drivers of your organization?
– Environmental or social or economic or governance?
– What is the problem you want to solve?
Networks and Resources:
– Map out your existing and prospective networks in terms of sustainable business opportunity recognition.
– What are your barriers and drivers in terms of sustainable business opportunity recognition?
Business modelling:
To utilise a sustainable business model canvas

 

Session description:

The SDG4BIZ Erasmus+ Knowledge Alliance project prepared a multidisciplinary, cross-border MOOC course about business opportunity recognition via the United Nations’ Sustainable Development Goals (SDGs). It enhances the awareness of business growth potential in applying the SDGs and serves the innovation capabilities of European companies and the competence needs of European HEIs. The course is available in English, Finnish, Slovak, Italian, Turkish, Spanish, and German. Upon successful completion of the course modules, learners can receive certificates. Information on how to register and participate in this course can be found at https://www.sdg4biz.eu/en/registration
During the session, the topics in the SDG4BIZ course were discussed in depth.

 

Session lesson(s):

There are needs and interests for business opportunity recognition in SDGs courses.
Individual experiences and knowledge influence significantly the motivation of business opportunity recognition in SDGs.
Participants’ individual SDG business ideas were discussed with the session organisers to develop the idea further using the prepared questions and canvas.
SDG4BIZ MOOC is useful for both business and non-business major learners.

 

Session keyword(s):

SDG4BIZ, Sustainability, MOOC, Business Opportunity

 

Hye Jung-Majanen & Riitta Lehtinen & Annariikka Martikainen

Metropolia UAS; Haaga-Helia UAS

Posted on

Integrating sustainability into higher education curricula

Session questions(s):

1. What are the good practices that can enhance sustainability integration into higher education curricula across disciplines?

2. How can we achieve transformative change in higher education across disciplines?

3. Who are the kay actors in the process and what roles can they have?

 

Session description:

The participants of the session had different backgrounds, researchers from different fields, students and education developers. Thus, we had a lively conversation about integration of sustainability from many perspectives: what competencies and capabilities are most important for sustainability, what approaches and practices make it possible to embed sustainability, and what are students’ possibilities to act as change makers in academia.

 

Session lesson(s):

In the discussion we identified the importance to find a balance between high ambitions and the need to adjust the aims and the actions to the context. Embedding sustainability to different disciplines requires different approaches, the readiness of academics to include sustainability into teaching varies, and institutional context, and its atmosphere matter too. Thus, sometimes transformational action has to start with small steps. Or as one of our participants concluded: “Is it better to take one step or none? I think one step is better”. However, at the same time, the actors should keep in mind the long term goals. After one step there should always be the next one too.

We can identify researchers and teachers in the academia as key persons who have the role to advance sustainability. Students’ role as change makers is crucial too, and the institutions should listen to students. Institutional goal setting and support by the leadership and practical support measures such as support for teachers’ competence development is essential.

 

Session keyword(s):

sustainability, higher education, curricula, intergration

 

Noora Jaakkola

Aalto University, University of Helsinki