“The feedback has given me new views on my capabilities and strengths as well as pushed me to work harder for the group”

Redefining professional identity requires collaboration across disciplinary and sectoral boundaries (Best & Williams, 2019). A transdisciplinary approach enables bridging gaps, negotiating overlaps, and fostering collaborative spaces in everyday professional practices (Schot et al., 2019). It also improves team effectiveness, professional well-being, and collaboration toward common goals (Cantaert et al., 2022).  In this blog text, we discuss the need to move from interprofessional skills to a transdisciplinary approach as professional work evolves. In Metropolia UAS, one endeavour to implement the transdisciplinary approach is HyMy Village and The NEST project. Transdisciplinary approach reshapes professional identity Research suggests that the daily practices of professionals play a key role in driving change through routine work (Schot et al. 2019). This is exemplified by bridging gaps, negotiating overlaps and creating collaborative spaces. In particular, interprofessional skills can enhance team effectiveness, improve professional well-being and contribute to achieving common goals and better collaboration (Cantaert et al. 2022).  The contemporary landscape of professional identity is increasingly in need of redefinition as the nature of work evolves (Best & Williams 2019). This redefinition requires attention to a transdisciplinary approach. A transdisciplinary approach ensures that common goals are collaboratively established and that the knowledge developed is integrated into science and society. This approach allows for collaboration across disciplinary and sectoral boundaries.  The transdisciplinary approach and activities in The NEST project at HyMy Village aim to ensure that students and professionals are skilled and equipped to handle the complexities of modern work environments through collaboration. Adaptive Expertise in Transdisciplinary Collaboration Everyone loves an effective team, but what makes a team truly effective? In the context of a transdisciplinary approach within the social and health sectors, it is vital for each team member to understand not only their own competencies and limitations but also those of their colleagues. This mutual understanding enables professionals to leverage diverse skill sets, fostering a more holistic approach to client care. Take, for example, an occupational therapist who demonstrates adaptive expertise. Through years of experience, they can recognize common patterns in client cases. However, what sets an adaptive expert apart is their ability to see beyond these patterns, remaining open to the individual needs and unique circumstances of each client.  An adaptive therapist is equipped to deviate from standard routines, recognising that complex challenges cannot always be resolved with simple, standardised solutions. Rather, they are prepared to engage in a collaborative process to share goals and solutions with others. This dialogue requires a respectful and thoughtful approach toward one’s own work and the suggestions of others. It calls for curiosity about different perspectives, as well as the space and courage to present one’s own ideas (Harra 2014, 133–134, 164).  However, the development of services and the active resolution of challenges sometimes risk becoming mechanical. To avoid this, both pedagogical choices and service development must remain broad, and expertise must be seen as an adaptive sensitive activity. Ethical considerations are particularly crucial in decision-making within the social and health sectors and must include ethical reasoning (Elomaa-Krapu 2022, 8).  Transversal skills such as communication, conflict management and empathy also play a key role in promoting adaptive expertise (Raatikainen & Rantala-Nenonen 2022). HyMy Village provides an emotionally safe environment for students to learn these skills, which are highly valued when working with SIE, the social innovation ecosystem, in the NEST project. Additionally, they provide students with a safe yet complex and ever-changing environment to practise adaptive expertise in collaboration with various actors and experts.  Improving Students’ Understanding of Complexity Students gain valuable hands-on experience in understanding the development of healthy living within complex learning environments like HyMy Village. It is more than just an educational space; it fosters collaboration and co-creation with various regional stakeholders of the community. Collaborative activities in multiple projects with different stakeholders significantly enhance students’ transdisciplinary skills and competencies. One example of these projects is the NEST project. Besides projects, educational initiatives and current issues are naturally integrated into the activities of HyMy Village. Moreover, international exchange students, guests and partners contribute fresh ideas and perspectives to developing communicative competencies. A social ecosystem is co-created by working together through a transdisciplinary and interprofessional approach with a wide range of stakeholders.  An Ideal Environment for Learning and Development By seamlessly integrating projects, educational initiatives, and contemporary societal issues into learning activities, students' learning experiences become both relevant and applicable. Through its transdisciplinary approach, HyMy Village not only equips future professionals with essential skills but also contributes to the well-being of local communities. Students engage with professionals and stakeholders from diverse fields, both within the institution and through partnerships with the local community. This interaction is further enriched by the involvement of international exchange students, visitors and project collaborators, who introduce fresh ideas and perspectives that enhance professional development. Through collaborative framework it is possible to promote SIEs that enable transdisciplinary collaboration and the development of adaptive competencies. Then the environment not only supports the development of students’ skills but also emphasises the importance of collective problem-solving in addressing complex social challenges. Looking ahead, we are pleased to report that studying at HyMy Village equips students with a rich understanding and the practical knowledge they’ll need to address the challenges of tomorrow, making it a truly transformative experience. This concept is transferable to numerous other fields and we believe it’s the right direction for fostering innovation and collaboration across disciplines. Do you?  Writers Eija Raatikainen (Phd), Principal Lecturer, An Associate professor (UEF), Project Manager Toini Harra Dr in Social Sciences, Lic. in Philosophy, Principal lecturer Anita Ahlstrand (MSc), Doctoral Researcher (UTU), Development Manager  HyMy Village & The NEST project HyMy Village is a student-run and transformative learning and development environment. It is aimed at improving students’ interprofessional and transdisciplinary skills while also promoting health and well-being within the local community. HyMy Village serves approximately 12,000 clients and involves over 2,000 students annually, creating a rich environment for experiential learning and project work.  The transdisciplinary approach in HyMy Village implements an ecosystem model, where student activities—including client work, individual service design and the conceptualisation of new services—are integral to the development process of learning. The beauty of HyMy Village is that it offers a range of services that are person-centred, personalised and non-urgent, highlighting the client’s role as an expert in their own life. The NEST project is an international Erasmus+ project, which focuses on co-creating a new form of governance in societal transition for healthy living, highlighting the role of transdisciplinarity in promoting healthy living and knowledge creation. The NEST project acts as a sustainable vehicle for societal transitions and increased capacity in knowledge creation towards healthy living. Ten partners from six countries plus one European network partner from higher education, VET, research, and businesses collaborate across education, research, and business sectors of the social innovation ecosystem (SIE). SIE connects stakeholders to tackle complex social issues like healthy living.  SIE represents a dynamic network of stakeholders united to tackle complex social issues, especially those pertaining to promoting healthy living and societal well-being. It empowers individuals and communities to actively engage in the innovation process, fostering a sense of ownership and empowerment. References Best S. & Williams S. (2019). Professional identity in interprofessional teams: findings from a scoping review. J Interprof Care. Mar-Apr;33(2):170-181. Epub 2018 Oct 18. PMID: 30335534. Cantaert G.R., Pype, P.; Valcke, M.; Lauwerier, E. (2022). Interprofessional Identity in Health and Social Care: Analysis and Synthesis of the Assumptions and Conceptions in Literature. Int. J. Environ. Res. Public Health, 19, 14799. Elomaa-Krapu, M. (2022). Ammattikorkeakoulut tulevaisuuden osaamisen uudistajina. Teoksessa K. Hartikainen, A. Vuorijärvi & S. Pakarinen (toim.), Monialaisten ratkaisujen työkirja sosiaali- ja terveysalan asiakastyöhön (s. 6–10). Helsinki. OIVA-sarja. Metropolia Ammattikorkeakoulu. Harra, T. (2014). Terapeuttinen yhteistoiminta. Asiakkaan osallistumisen mahdollistaminen toimintaterapiassa. Acta Electronica Universitatis Lapponiensis 156.  Hymy -village. https://www.metropolia.fi/en/services/well-being-and-health-village NEST -project, https://www.metropolia.fi/en/rdi/rdi-projects/nest-project Morton, L. W., Eigenbrode S. D. & Martin T. A. (2015). Architectures of adaptive integration in large collaborative projects. Ecology and Society, 20(4). Raatikainen E. & Rantala-Nenonen K. (2022). Pedagogical framework. In: Carrió M, Rosa N, coordinators. Learning strategies to promote transversal skills on health and social care studies: a methodological guide. Barcelona: ITSHEC; 2022. p. 7-20. Schot E., Tummers L. & Noordegraaf, M. (2019). Working on working together. A systematic review on how healthcare professionals contribute to interprofessional collaboration. Journal of Interprofessional Care, 34(3), 332–342.

Sustainable fashion isn't just about using eco-friendly materials or reducing waste; it's also about financial stewardship. When discussing various sustainability issues of the fashion industry, the financial concerns are easier neglected than environmental and social ones. This is understandable, since climate change, decrease in biodiversity and inhumane working conditions (just to name a few) are real and we are seeing evidence of those through different mediums every day. Sustainable fashion isn't just about using eco-friendly materials or reducing waste; it's also about financial stewardship. In the last couple of years, the Finnish media has reported on several textile and fashion businesses that are struggling financially or have filed for bankruptcy. That touches also upon many companies who have invested in responsible practices and alternative business models. By adopting practices that are economically, environmentally, and socially responsible, fashion businesses can attain long-term success. In this teachers’ series blog post on sustainability in education, we explore the question: How can we, as teachers in a university of applied sciences, equip students in fashion and clothing programs with the green skills and knowledge needed for sustainable practices that enable their future businesses to grow without harming the environment or society? Essential green skills in textile and clothing sector The question about the most essential green skills in the textile and clothing sector in the future was addressed in the recent SusTexEdu project. The main outcome was, that a more critical and holistic understanding of sustainability is needed from future professionals. It is not enough to focus on environmentally friendly materials and technologies or factory audits, but one should also understand the basics of running a business (SusTexEdu, forthcoming). A more critical and holistic understanding of sustainability is needed from future professionals. Topics that should be covered more in textile and clothing education from sustainable business point of view include: knowledge of the circular economy business (and their scalability) setting and monitoring sustainability goals price formation of sustainable products consumer behaviour, marketing and communication. This is based on the analysis of 68 survey responses and 17 thematic interviews that involved company representatives from five European countries (Belgium, Estonia, Finland, Hungary and Sweden) in 2022-2023 (SusTexEdu, forthcoming). Green skills in the context of textiles and clothing can include, for example, knowledge of sustainable production processes, eco-design, environmental impact assessments, latest standards or legislation (Euratex, 2021). In the SusTexEdu research, these aspects were also mentioned by the research participants as important future competences (SusTexEdu, forthcoming). As stated in the SusTexEdu report: “There are already highly qualified people who master different sustainability topics, but they lack the business know-how, even if that would be extremely important for companies. It is crucial that those people who have the knowledge on durability, responsibility and ethical and moral motivation, can also convert that knowledge into business.” Sustainability in Fashion and Clothing Degree Programmes The textile and clothing sector is making progress towards a circular economy. It is a transformative concept that has the potential to alleviate the financial concerns of business owners while promoting sustainability. For the fashion industry this can mean designing clothes that are durable, repairable, and recyclable. It involves creating systems for returning and repurposing garments, thus reducing waste and creating new revenue streams. Through innovative research and educational programs, universities of applied sciences can equip students and industry professionals with the knowledge and skills needed to implement circular practices effectively. Circular economy not only addresses environmental challenges but also opens up new avenues for economic growth and competitive advantage. By focusing on the principles of reducing waste, extending product lifecycles, and regenerating natural systems, the universities’ initiatives help businesses transition from a linear to a circular model. This not only addresses environmental challenges but also opens up new avenues for economic growth and competitive advantage. The integration of circular economy principles into the curriculum and partnerships with industry leaders ensures that graduates are prepared to lead the transformation towards a more sustainable and profitable future in the textile and clothing sector. Key components of the sustainability-focused fashion and clothing education should include: Sustainable Design Practices: Students learn about eco-friendly materials, energy-efficient production techniques, and sustainable fashion design principles. Circular Systems: Courses cover the principles of the circular economy, teaching students how to design for longevity, reuse, and recyclability. Financial Stewardship: An emphasis on the importance of financial stewardship, helping students to critically think how sustainable practices can enhance profitability and business resilience. Industry Collaboration: Partnerships (incl. internships, thesis projects) with sustainable brands and organizations provide students with real-world experience and insights into sustainable business practices. Sustainability competence is for example at the core of Metropolia University of Applied Science Fashion and Clothing Degree Programmes. After completing the Bachelor’s degree, the student understands the main principles of circular economy and how their individual choices impact sustainable development within the textile value chain. The Master's Degree equips the students with an even more holistic understanding of various sustainability challenges, circular businesses and the ability to manage processes and projects while creating a new kind of operating culture in the field. Even when sustainability and circularity are already well considered in the fashion and clothing education, the curricula should be regularly reviewed from those perspectives. Following the trends and different phenomena that impact the textile and clothing industry is crucial here. Sharing views and experiences with other educational institutions is equally important. Here are two examples of international projects that aim to study and enhance the sustainability education. SusTexEdu - Nordic and Baltic Educational Roadmap for Sustainability in the Textile and Clothing Sector, funded by Nordplus (2021-2022) SusTexEdu - Education Partnership of Textile and Clothing Sector Materials & Sustainability, funded by Erasmus+ (2022-2024) Business Understanding as a Core Sustainability Competence Integrating sustainability into teaching is not just about imparting environmental awareness but also about equipping students with the ability to apply sustainable practices in a business context. Therefore, it is essential for educators to bridge the gap between theoretical knowledge and practical business applications. By doing so, they will enable students to leverage their expertise in sustainability to drive innovative, responsible, and profitable business strategies. Integrating sustainability into teaching is also about equipping students with the ability to apply sustainable practices in a business context. This holistic approach ensures that graduates are not only well-versed in sustainability principles but also capable of implementing them effectively within the corporate world, thereby meeting the increasing demand for sustainable business practices in the industry. This blog post is part of a series for teachers focusing on sustainability in education. Previously published posts in the series include: Ensuring Sustainable Wellbeing and Work for Teachers in a Changing World, Exploring the Intersection: AI and Sustainability in Higher Education and the introduction to the series Stories in Education for Sustainability: A Teachers' Series. Writers Essi Karell serves as a Senior Lecturer and Head of Master's Degree Programme in Fashion and Clothing at Metropolia. She has worked in the industry as a sportswear designer, but nowadays aims to train the future fashion professionals with a sustainable and circular mindset. She holds a PhD in Art and Design. Her research addresses sustainable clothing design practices and future competences in the textile and clothing sector. She is also a member of the Metropolia Sustainability in Education team. Tricia Cleland Silva serves as the coordinator for the Metropolia Sustainability in Education team. She is a senior lecturer in the master degrees of Health Business Management and Leadership and Development in Nursing. She holds a PhD in Management and Organization. Her co-created method of Collaborative Story Craft and Story Mediation inspires her roles in sustainable development and inclusion within higher education and various communities of practice. She is also a parent, owns and runs a family business with her partner and an immigrant professional from Canada. References Euratex (2021). Pact for Skills for the EU TCLF industries. SusTexEdu (forthcoming). Sustainability in the Textile and Clothing Sector (TCS): Competence Requirements Identified in the SusTexEdu Partner Countries. WP1 report / 2024.

What would you say are some of the topics people often bring up in a conversation on sustainability efforts? Avoiding flights, meat or certain foods, right? Well, the narratives and actions on sustainability extend of course beyond personal choices, but individual actions still remain crucial. In 2015, the United Nations acknowledged this shift in focus with the Brunt report, recognizing that for sustainability to truly resonate, it must align with people's values, motivations, and capacities to act wherever they are in the world and in life. An innovative approach to engaging students, educators, and practitioners in the field of Osteopathy is explored. In this Teachers’ series blog post, we explore an innovative approach to engaging students, educators, and practitioners in the field of Osteopathy with the United Nations Sustainable Development Goals (SDGs) #3, Wellbeing and Health, by using the Finnish Social Innovation Fund tool. This tool enables students to explore the meaning of sustainability, understand its significance, and identify opportunities for social innovation in their studies and future practices. Similar to the United Nations SDGs as a framework, the tool affords a language for discussion and opportunities for collective actions towards a sustainable future that resonates with people values, scientific evidence and communities of practice. Sustainable Innovation Tools and Solutions for Global Health and Wellbeing Osteopaths have the potential to play a pivotal role in driving social innovation for health and wellbeing within and beyond healthcare systems. The profession empowers critical change agents who enhance service quality and patient outcomes through innovative practices. By integrating social innovation tools into osteopathy education, there are opportunities to tackle global sustainability challenges within complex social-ecological systems. Social innovation tools can foster discussions, idea sharing, and immersive experiences that cultivate a creative force for evolutionary change. A notable highlight at the Spring Conference and General Meeting of Osteopathy Europe in Milan, Italy, was the introduction of the Finnish social innovation tool of Sitra by Laura Lee Calonius. This introduction spurred attendees to explore the perception of the Sustainable Development Goals (SDGs) through a series of thought-provoking questions. Participants engaged in discussions on how these goals impact professional operations, identified the most resonant goals, assessed potential opportunities or threats to osteopathy, and envisioned responses to the challenges posed by the SDGs. A major focus was the alignment of the osteopathy profession with the SDG of Health and Wellbeing. Reflecting on this goal, participants underscored osteopathy's unique capabilities and contributions, especially in the realm of musculoskeletal (MSK) health. This was further contextualized by insights from the Global Burden of Disease study (Institute for Health Metrics and Evaluation, 2021), which highlighted the critical role of osteopathy in addressing MSK health issues. Addressing the Global Burden of Musculoskeletal Disorders for sustainable innovation  The escalating global burden of musculoskeletal (MSK) disorders and the urgent need for sustainable health solutions were emphasized at the conference in Milan. By 2020, 203 million people worldwide suffered from neck pain, a number projected to rise to 269 million by 2050. Additionally, 494 million people were affected by MSK disorders in 2020, a figure expected to increase by 115%, reaching 1.06 billion by 2050 (Institute for health metrics and evaluation 2021). Despite these staggering numbers, MSK health is not automatically seen as a priority in healthcare discussions. There is a notable initiative among physiotherapists, chiropractors, occupational therapists, and other health professionals to improve MSK health for all, but osteopaths have been largely absent from this conversation. This absence creates a vacuum that other professionals fill. It leaves the profile and potential of the osteopathic profession unknown to many, and yet, can provide opportunities for the profession to innovate through sustainability by addressing these global challenges. Empowering Osteopathy for Sustainable Global Health and Wellbeing: A Path Forward To address the gap from sustainability to actions, several solutions for osteopathic education and advocacy can be considered. This integrated approach not only empowers students and practitioners to take responsibility for the profession but also fosters a culture of innovation and adaptability within osteopathic education. Enhanced Visibility and Advocacy: Osteopaths need to reinforce lobbying efforts to ensure their role in MSK health is recognized. Global organizations must take responsibility for increasing the profession's visibility on a worldwide scale. Local and Global Actions: While local actions are essential, there is a critical need for expansion. Osteopaths must engage in larger-scale initiatives and collaborations with other health professions to solidify their place in the healthcare landscape. Education and Awareness: Osteopathic education should emphasize the importance of MSK health and integrate the SDGs into their curriculum. This would prepare future osteopaths to contribute effectively to global health goals. Interprofessional Collaboration: By collaborating with physiotherapists, chiropractors, occupational therapists, and others, osteopaths can help develop comprehensive strategies for improving MSK health. This collaboration would also help in raising the profile of osteopathy. Nurturing Resilient Professionals: Equipping future osteopaths with the skills and mindset needed to address global health issues and adapt to changing environments. Through these steps, the osteopathic profession can better position itself to address the growing burden of MSK disorders and contribute significantly to sustainable global health and wellbeing. The discussions in Milan highlighted the critical need for osteopaths to engage more actively in broader health conversation, ensuring that their unique skills and contributions are recognized and utilized to their full potential. It's crucial for osteopathic professionals to step up in addressing global health challenges. As we conclude, it's crucial for osteopathic professionals to step up in addressing global health challenges. By boosting visibility, fostering collaboration, and integrating sustainability into education and advocacy, we can make osteopathy a key player in tackling musculoskeletal disorders. Let's work together towards a future where osteopathy ensures health, wellbeing, and sustainability for all. Writers Laura Lee Calonius a Finnish-American osteopath graduated from Metropolia UAS in 2015. She works as a senior lecturer in osteopathy and head of the Master’s Degree Programme in Osteopathy at Metropolia. In addition to taking care of patients and teaching, she is politically active and a proud board member of two international organizations; Osteopathy Europe and Osteopathic International Alliance. Since her graduation Laura has worked as a part of a co-operative, currently consisting of 13 Metropolia-alumni osteopaths. Tricia Cleland Silva serves as the coordinator for the Metropolia Sustainability in Education team. She is a senior lecturer in the master degrees of Health Business Management and Leadership and Development in Nursing. She holds a PhD in Management and Organization. Her co-created method of Collaborative Story Craft and Story Mediation inspires her roles in sustainable development and inclusion within higher education and various communities of practice. She is also a parent, owns and runs a family business with her partner and an immigrant professional from Canada.