Articles | Volume 8, issue 4
https://doi.org/10.5194/gc-8-357-2025
© Author(s) 2025. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
https://doi.org/10.5194/gc-8-357-2025
© Author(s) 2025. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Research article
| 
03 Nov 2025
Research article |
| 03 Nov 2025
| 03 Nov 2025
Seeds of transformative learning and its pedagogical implications on a conference-based university course in environmental and geosciences
Joula Siponen
CORRESPONDING AUTHOR
Institute of Atmospheric and Earth system Research (INAR), University of Helsinki, Helsinki, Finland
Helsinki Institute of Sustainability Science (HELSUS), University of Helsinki, Helsinki, Finland
Janne J. Salovaara
Institute of Atmospheric and Earth system Research (INAR), University of Helsinki, Helsinki, Finland
Helsinki Institute of Sustainability Science (HELSUS), University of Helsinki, Helsinki, Finland
Karoliina Särkelä
Institute of Atmospheric and Earth system Research (INAR), University of Helsinki, Helsinki, Finland
Water, Energy, Environmental Engineering research unit, Faculty of Technology, University of Oulu, Oulu, Finland
Inka Ronkainen
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
Salla Veijonaho
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
Veli-Matti Vesterinen
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
Department of Chemistry, Faculty of Science, University of Turku, Turku, Finland
Isabel C. Barrio
Faculty of Environmental and Forest Sciences, Agricultural University of Iceland, Reykjavík, 112, Iceland
Laura Riuttanen
Institute of Atmospheric and Earth system Research (INAR), University of Helsinki, Helsinki, Finland
Katja Anniina Lauri
Institute of Atmospheric and Earth system Research (INAR), University of Helsinki, Helsinki, Finland
Related authors
Karoliina Särkelä, Janne J. Salovaara, Veli-Matti Vesterinen, Joula Siponen, Katariina Salmela-Aro, Laura Riuttanen, and Katja Anniina Lauri
EGUsphere, https://doi.org/10.5194/egusphere-2025-715, https://doi.org/10.5194/egusphere-2025-715, 2025
Short summary
Short summary
We examine students’ perceived sense of belonging, its conditions, and its impact on learning in a climate change context in the ‘Environmental Changes at Higher Latitudes’ master’s programme. With high mobility and little physical co-presence, the programme lacks traditional belonging factors. Interviews reveal three key constructs: familiarity, recognition, and relevance, crucial for climate and geoscience education.
Karoliina Särkelä, Janne J. Salovaara, Veli-Matti Vesterinen, Joula Siponen, Katariina Salmela-Aro, Laura Riuttanen, and Katja Anniina Lauri
EGUsphere, https://doi.org/10.5194/egusphere-2025-715, https://doi.org/10.5194/egusphere-2025-715, 2025
Short summary
Short summary
We examine students’ perceived sense of belonging, its conditions, and its impact on learning in a climate change context in the ‘Environmental Changes at Higher Latitudes’ master’s programme. With high mobility and little physical co-presence, the programme lacks traditional belonging factors. Interviews reveal three key constructs: familiarity, recognition, and relevance, crucial for climate and geoscience education.
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Short summary
This study explores a university course fostering transformative learning of geoscience students. Exposure to diverse Arctic perspectives, from Indigenous to geopolitical, and reflection of belonging to expert community broadened their understanding of Arctic challenges and shaped their professional identities. Our findings emphasise importance of facilitation of critical reflection and building of a supportive learning environment in developing responsible Arctic expertise.
This study explores a university course fostering transformative learning of geoscience...
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