Articles | Volume 9, issue 1
https://doi.org/10.5194/gc-9-7-2026
© Author(s) 2026. 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-9-7-2026
© Author(s) 2026. This work is distributed under
the Creative Commons Attribution 4.0 License.
the Creative Commons Attribution 4.0 License.
Research article
| 
08 Jan 2026
Research article |
| 08 Jan 2026
| 08 Jan 2026
Students' sense of belonging and its impact on effectively teaching about environmental changes in high latitudes during a master's programme
Karoliina Särkelä
Institute for Atmospheric and Earth System Research (INAR), University of Helsinki, Helsinki, Finland
Janne J. Salovaara
Institute for Atmospheric and Earth System Research (INAR), University of Helsinki, Helsinki, Finland
Helsinki Institute of Sustainability Science (HELSUS), 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
Joula Siponen
Institute for Atmospheric and Earth System Research (INAR), University of Helsinki, Helsinki, Finland
Helsinki Institute of Sustainability Science (HELSUS), University of Helsinki, Helsinki, Finland
Katariina Salmela-Aro
Faculty of Educational Sciences, University of Helsinki, Helsinki, Finland
deceased
Laura Riuttanen
Institute for Atmospheric and Earth System Research (INAR), University of Helsinki, Helsinki, Finland
Katja Anniina Lauri
CORRESPONDING AUTHOR
Institute for Atmospheric and Earth System Research (INAR), University of Helsinki, Helsinki, Finland
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Karoliina Särkelä, Timo Vesala, Torben R. Christensen, Juval Cohen, Angelika Kübert, Xuefei Li, Hannu Marttila, Jouni Pulliainen, Eeva-Stiina Tuittila, and Efrén López-Blanco
EGUsphere, https://doi.org/10.5194/egusphere-2025-5778, https://doi.org/10.5194/egusphere-2025-5778, 2025
This preprint is open for discussion and under review for Biogeosciences (BG).
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Using a 17-year record of year-round peatland carbon exchange, we found that over half of the carbon sequestrated during summer was released during winter. In one year, CO₂ emissions during snow melt and soil thaw in spring were large enough to shift the peatland from a net carbon sink to a source. These findings demonstrate that winter and early-spring processes have a strong impact over the annual carbon balance of northern peatlands.
Karoliina Särkelä, Timo Vesala, Torben R. Christensen, Juval Cohen, Angelika Kübert, Xuefei Li, Hannu Marttila, Jouni Pulliainen, Eeva-Stiina Tuittila, and Efrén López-Blanco
EGUsphere, https://doi.org/10.5194/egusphere-2025-5778, https://doi.org/10.5194/egusphere-2025-5778, 2025
This preprint is open for discussion and under review for Biogeosciences (BG).
Short summary
Short summary
Using a 17-year record of year-round peatland carbon exchange, we found that over half of the carbon sequestrated during summer was released during winter. In one year, CO₂ emissions during snow melt and soil thaw in spring were large enough to shift the peatland from a net carbon sink to a source. These findings demonstrate that winter and early-spring processes have a strong impact over the annual carbon balance of northern peatlands.
Joula Siponen, Janne J. Salovaara, Karoliina Särkelä, Inka Ronkainen, Salla Veijonaho, Veli-Matti Vesterinen, Isabel C. Barrio, Laura Riuttanen, and Katja Anniina Lauri
Geosci. Commun., 8, 357–370, https://doi.org/10.5194/gc-8-357-2025, https://doi.org/10.5194/gc-8-357-2025, 2025
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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.
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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 degree of 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.
We examine students’ perceived sense of belonging, its conditions, and its impact on learning in...
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