“Una Europa: Designing the Education of the Future?” – Reflections on a Workshop Part 1

Hello, dear readers! As the new term has started, it is a good time to look back at last term and consider what we could take away from it when it comes to learning and education of the future.

On 8 March, volunteers of the Una Europa Local Student Task Force at the University of Helsinki had the opportunity to participate in a workshop called “Una Europa: Designing the Education of the Future?” as a part of the Learning Adventure organised by the university. The workshop was hosted by university staff Laura Karilainen and Stinne Vognæs, doctoral researcher Tomi Kiviluoma and one of our volunteers, Eugenia Castellazzi. The purpose of the workshop was to gather students and staff from different disciplines together to discuss international educational cooperation and the ways it can become more student-centered, meaningful and value-adding for both students and teachers.

While there are plenty of different types of cooperation between Una Europa universities, so far, the biggest achievements are two joint bachelor’s programmes. One of them is in European Studies and was launched last year, and the other one is in Sustainability and will be launched next year. In the light of these developments, the workshop especially focused on the role of international educational cooperation in three subareas:

    • gaining new insights into the subjects that are studied and taught at universities
    • addressing sustainability in different types of collaboration, such as mobility and everyday practices
    • creating standards for student involvement in international collaboration, such as in developing new educational formats.

The discussions were intensive and insightful since time was limited and we got to swap tables and discuss all the topics. Now, let’s go deeper into the outcomes of the discussions and the thoughts they provoked in me.

The participants of the workshop are listening to a presentation.

Meaningful Learning as the Foundation for World-Changing Solutions

The first topic, gaining new insights into subjects through international educational cooperation, led us to think about the ultimate meaning of learning, studying and teaching at universities. In our discussions, we emphasised that studying and teaching at universities should be based on the idea of transformative learning. It means that the learning process goes beyond simple knowledge and skill acquisition and supports critical meaning-making. This deep and constructive learning process enables questioning and challenging the prevailing procedures and ways of thinking, which is necessary for making effective and durable changes. In this rapidly changing world, learning has to be lifelong as we must constantly adapt to new conditions. Hence, learning to learn is the key in educating the solvers of the future. Self-reflection skills and the ability to analyse one’s own learning process are essential for students’ professional and individual development.

If university students are educated to solve problems, it seems obvious that problem-solving skills are a necessity. Crucially, problem-solving skills do not only mean the mere ability to solve given problems but also the ability to identify both existing problems and possible future challenges and to cut huge and complex issues into smaller and more manageable pieces. Problem-solving skills also include recognising what kind of personal and societal values affect problem-solving processes and how, as well as widening the reflection on the possible outcomes of different problems and solutions from short-term to long-term thinking.

In order to form a holistic view of the challenges that the world is facing, students need competencies that enhance inter- and multidisciplinary collaboration. Tackling complex problems requires the ability to see them from various perspectives, which also means understanding different geographical and cultural contexts. This is not possible without international cooperation. When studying and working in an international environment, we are able to consider the different local, national and regional effects of problems and their possible solutions. Most importantly, international cooperation enables us to shift our focus to worldwide causalities and to think globally. Since today’s problems are global by nature, solutions to them must also be generated from a global perspective. In all this, social skills are the key as no one can change things alone.

In addition to a certain mindset, students should gain concrete skills that are easily applicable to working life as well as other aspects of personal life. Thus, universities need to cooperate with other organisations and provide students with real-life tasks and projects that help them to see the utility of their competencies in practice. This is also linked to the essential role of science communication in university studies. The ability to communicate scientific results to the public is crucial for promoting research-based political decisions, civic activities and ways of life. Therefore, students’ competencies in putting the key points and findings of their subject field into easily understandable words should be enhanced.

Finally, students must be involved in educational planning and implementing processes. Universities cannot provide students with the best possible competencies if students’ needs and desires are not taken into account. Participative and inclusive academic culture forms the foundation for meaningful learning and studies. International educational cooperation should also increase students’ professional self-confidence and avoid cynicism. When students believe that they can make a difference and that together humankind is able to change the world, setbacks will not discourage them. This requires an appreciative attitude towards students and their work and competencies. As professionals in the making, students deserve to be heard in academia. At the same time, we must be brave enough to not only think about how different problems and solutions affect the world “out there” but also how they affect us as in academia and as individuals. We must not distance ourselves too much from the reality “out there” so that we will not get stuck in our ivory towers.

If this blog post provoked some thoughts or feelings in you, please share them in the comments! We would love to hear from you!

Written by Maisa Mikkola

Photo by Stinne Vognæs

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