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Sustainability in Fashion and Clothing Education: More Business Understanding is Needed

17.6.2024

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.

13.6.2024

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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.

12.6.2024

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As we emerge from the post-COVID era into ongoing economic uncertainty and geopolitical instability, the world is changing quickly. Many educators feel overwhelmed with concerns about financial instability, excessive workloads, work-life balance, and future uncertainty, leading to exhaustion, stress, and, in some cases, burnout. Over one-quarter of workers reported experiencing burnout symptoms at work. In 2024, the Finnish Institute of Occupational Health (FIOH) released a report on the wellbeing of workers in Finland. Initiated in 2019, the study aimed to establish a "traffic light" model for detecting workplace burnout, focusing on symptoms like chronic fatigue, detachment, and impaired cognitive and emotional control. The multi-year study found that workers' ability to function effectively has weakened, with symptoms of burnout increasing. By the end of last year, over one-quarter of workers reported experiencing burnout symptoms at work. In addition, there is an increasing level of employees at work when sick, with 41% of employees who FIOH surveyed reporting that they have worked at least twice while sick in the past six months, a trend due to poor wellbeing at work. How can universities support teachers’ wellbeing in preventing burnout and empower them in sustainable ways? Understanding Burnout: More than Just Stress Burnout is a prolonged state of mental weariness arising from chronic exposure to stress, distinct from ordinary stress, and often linked to absenteeism and turnover. It includes exhaustion, cynicism, and inefficacy like feelings of lack of support, poor relationships, and limited participation. Alongside burnout, work-related stress and work-life imbalance are significant issues affecting employees' well-being (Stankevičiūtė & Savanevičienė 2021). For us teachers, these challenges can be particularly pronounced, as the demands of educating and supporting students often extend beyond the classroom. This intensifies stress and impacts overall well-being. Sustainable work and wellbeing for teachers: A "Win-Win" approach Sustainable work and wellbeing for teachers involves more than just addressing immediate stressors; it requires a comprehensive approach to human resource management and organizational culture. Sustainable work and people management involve maintaining, renewing, and restoring human resources while reducing harm to employees and enhancing organizational profitability (Stankevičiūtė & Savanevičienė 2021). Sustainable work and wellbeing for teachers requires a comprehensive approach to human resource management and organizational culture. The sustainable principles include: Employee Competencies: Developing employees' potential and focusing on long-term orientation through strategic HR planning and future-focused recruitment. Voice of Employees: Creating conditions for employees to contribute ideas, engage in decision-making, and receive information. Employee-Employer Relations: Treating employees as equal partners, ensuring procedural fairness, and promoting equal opportunities. Care of Employees: Maintaining a healthy workforce through well-being initiatives, stress reduction, work-life balance, and fair compensation. Care of the Environment: Integrating sustainability by promoting eco-friendly working conditions, alternative commuting options, environmental training, and aligning environmental considerations with HR. By embracing these principles, educational institutions can create environments where teachers feel valued, supported, and empowered to succeed in their multifaceted roles as educators. They will be better equipped to mentor and guide their students and also provide emotional support and motivation. Inner Development Goals: A Framework for Teacher Wellbeing Sustainable well-being requires attention to our inner world, including caring for our minds, bodies, and hearts, and being aware of the environmental, social, and economic systems we inhabit. In May 2021, a collective of international scientists, experts, HR and sustainability professionals established the Inner Development Goals (IDG) framework, which outlines transformative skills for sustainable development. The IDG framework comprises five dimensions and 23 skills necessary to address the 17 interrelated UN Sustainable Development Goals (UNSDGs). The five dimensions are: Being – Relationship to Self Thinking – Cognitive Skills Relating – Caring for Others and the World Collaborating – Social Skills Acting – Enabling Change Although educational settings have a good track record of addressing the dimensions of thinking, relating, collaborating, and acting, there needs to be skill development and prioritized space for contemplation and reflection of the teachers’ relationship to themselves. What does wellness feel like? And, also as important, what does unwellness feel like? Embracing Wellness Dimensions in Educational Settings In our book "Making Sense of Work Through Collaborative Storytelling" (Silva & Silva 2022), we write about how we introduce eight wellness dimensions at the workplace that can help individuals, including teachers, prioritize aspects of their lives, fostering a holistic approach to well-being: Emotional: Awareness and expression of feelings. Environmental: Responsibility for maintaining a healthy personal and wider environment. Financial: Satisfaction with financial situations and control over resources. Intellectual: Desire to learn new concepts and seek mental challenges. Occupational: Alignment of work roles with values, talents, and purpose. Physical: Maintaining good nutrition, activity, and sleep. Social: Developing a sense of connection and support systems. Spiritual: Connection with meaning and purpose in life. These dimensions can serve as an inner inventory as to what makes teachers feel well and unwell to support teachers in recovering from negative work outcomes as well and be proactive in tending to their needs. Some steps to communicate and prevent unwellness at work include Name It: Recognize and acknowledge harm. Be Present: Recenter and focus on physical sensations. Take Space: Appropriately take time for oneself. Shift State: Use recovery strategies to shift one's state. Respond: Address the situation constructively. Making wellbeing a priority for sustainable working life In an ever-changing world, sustainable well-being and work in higher education require a holistic approach to prevent exhaustion and chronic stress. By integrating sustainable practices and focusing on both internal and external wellness dimensions, we can create healthier, more resilient educational environments. Prioritizing the well-being of teachers is not just beneficial for them but also for the students they educate and the broader educational community. Embracing frameworks like the IDG can help us navigate the complexities of mental health and sustainability in the workplace, fostering a balanced and supportive ecosystem for all. Prioritizing the well-being of teachers is not just beneficial for them but also for the students they educate and the broader educational community. As Gabor Maté, author of “When the body says no”, states: “knowing oneself comes from attending with compassionate curiosity to what is happening within." This blog post is part of a series for teachers focusing on sustainability in education. Previously published posts in the series include: Exploring the Intersection: AI and Sustainability in Higher Education and the introduction to the series Stories in Education for Sustainability: A Teachers' Series. Writer 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 Cleland Silva, T., & de Tarso Fonseca Silva, P. 2022. Making Sense of Work Through Collaborative Storytelling: Building Narratives in Organisational Change. Switzerland: Palgrave Macmillan. Maté, G. 2003. When the Body Says No: Exploring the Stress-Disease Connection. Hoboken, NJ: Wiley. Stankevičiūtė, Ž., & Savanevičienė, A. 2021. Can sustainable HRM reduce work-related stress, work-family conflict, and burnout? In International Perspectives on Employee Engagement. New York: Routledge. pp. 88-107. Suutala, S. Kaltianen, J. & Hakanen, J. 2024. How is Finland Doing? Report on wellbeing at work from summer 2021 to 2023. Helsinki: Finnish Institute of Occupational Health (FIOH). Transformational skills for inner development. Inner Development Goals -website.

17.5.2024

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The pursuit of sustainability is not just a trend or an organisational strategy—it's a responsibility that we all share. But how can we effectively incorporate sustainability into our teaching materials and empower our students to become agents of change? Imagine teaching where AI is not just a concept but a practical tool for integrating sustainability into our curriculum. AI presents an exciting opportunity in education (see Morrison, 2022). Imagine teaching where AI is not just a concept but a practical tool for integrating sustainability into our curriculum. In this post, we'll explore how AI can help the way we teach and promote sustainability within our universities with examples from Metropolia’s prototyping with an SDG Moodle plugin. This post is part of a running teacher blog series on sustainability in education. A Journey Through AI's Evolution in Education What the current fast development of AI means in the context of education is that we no longer need to develop AI tools for every particular need such as essay grading, assignment planning or generation of presentations. Large language models (LLMs) are mature enough to be used in a variety of different tasks as they are. The best part is that LLMs might be clumsy today, but they are being improved every day. The best part is that Large language models might be clumsy today, but they are being improved every day. Let's take a moment to reflect on the evolution of AI within education. From rule-based approaches (see Uibo et al., 2017) to sophisticated neural networks (see Ndukwe et al., 2020), AI has transformed the way we teach and learn. But what does this mean for sustainability education, and how can AI support us as educators? We're witnessing a shift—a shift towards AI becoming a valuable ally in our quest to integrate sustainability into our teaching materials. By leveraging AI, we can create engaging, interactive content that fosters a deeper understanding of sustainability concepts among our students. In terms of AI research, there have been plenty of recent developments both in automatic creation of high-quality content (see Xu et al., 2020; Koppatz et al., 2022) and in automated analysis of sustainability goals (see Kharlashkin et al., 2024). The shift in AI becoming more and more useful in a variety of different fields can be explained by the amazing generalisation capability of the current state-of-the-art neural network architecture, namely the Transformer architecture (Vaswani et al., 2017). This capacity of generalising has led to the emergence of intelligence in LLMs (see Anil et al., 2023). In other words, we have entered an era where AI models possess capabilities that have not been explicitly designed by their developers. Their capabilities emerge from the combination of the sheer volume of data they have been trained on and their size. The bigger the LLM, the more it seems to be able to learn from data. Moodle Plugin: Empowering Teachers for Change Sustainability isn't just a subject—it's a mindset. As educators, we have the power to instill values of sustainability in our students and inspire them to make a positive impact on the world. By integrating sustainability into our teaching materials, we can empower our students to become active participants in building a more sustainable future. But we also recognize the challenges. It can be daunting to know where to start when it comes to incorporating sustainability into our curriculum. That's where AI comes in as a tool that not only assists in creating engaging teaching materials but also ensures that sustainability concepts are seamlessly integrated into every lesson. AI comes in as a tool that not only assists in creating engaging teaching materials but also ensures that sustainability concepts are seamlessly integrated into every lesson. The way the Moodle plugin works is that it uses an LLM to analyse teachers’ slides. Based on this analysis, the plugin recommends suitable sustainable development goals for each lecture and gives ideas on how to incorporate each goal with the teaching material. This is done by automatically recommending talking points and assignments for each SDG that also relate to the teacher’s own material. When a user starts using the plugin, they will see the view depicted in Figure 1. As seen in Figure 1, the tool can create a summary of the content of slides and recommend SDGs that are suitable for the class in question. The user can pick their desired SDG and get some information on how the SDG relates to the slides and what kind of an assignment the teacher could give their students to practise both what has been taught in class and the desired SDG. This can be seen in Figure 2. The Moodle plugin also makes it possible to have a free form chat with the LLM as seen in Figure 3. In this case, the LLM knows the contents of the slides and the teacher does not need to reupload them as they would need to do if they were using ChatGPT. These functionalities make it easy for teachers to incorporate sustainability into their teaching. The chat feature makes it easy for teachers to try out things that aren’t directly supported by the interface without ever needing to leave Moodle. New Features are Planned in Workshops Embracing AI as a tool for change, educators have the potential to inspire a new generation of sustainability champions. So far, the development of the Moodle plugin has been in the hands of the development team. However, we are interested in making the plugin as useful as possible. For this reason, we are organising workshops for our teachers in Metropolia with the objective of gathering as much user experience feedback as possible. This way we can improve the overall usability of the plugin and add the kind of features that our teachers would like to see in Moodle. Our journey with AI in education is just beginning, and the possibilities are vast. Our journey with AI in education is just beginning, and the possibilities are vast. By leveraging AI's capabilities, we can further develop traditional teaching methods and inspire our teachers and students alike to become active agents of the gospel of sustainability. Let us seize this opportunity to transform education and, in doing so, shape a world where sustainability is at the core of every decision. Together, we can inspire, educate, and empower our students to build a more sustainable future. Writers 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. Mikä Hämäläinen works as an AI project manager in the Strategy and Development Services of Metropolia University of Applied Sciences. His PhD focused on creative natural language generation, and he has published numerous research papers in a variety of fields such as natural language processing, computational creativity and digital humanities. Lev Kharlashkin is one of the developers of the AI Moodle plugin at Metropolia University of Applied Sciences, where he is currently pursuing his bachelor's degree in Smart IoT Systems. He is interested in integrating intelligent systems into educational platforms. Outside of his academic and professional pursuits, Lev enjoys exploring new technologies and contributing to open-source projects. He has a keen interest in the future of smart systems and their potential impact on the world. Melany Macias is one of the developers of the AI Moodle plugin, and she works for the Strategy and Development Services department. Melany is currently a 4th-year IT Engineering student at Metropolia, with her thesis centred on the development of this plugin and as she is near her graduation, she also plans to pursue a master's degree in Artificial Intelligence. Beyond her academic commitments, she actively participates in social gatherings, hackathons and startup events, showcasing her dedication to applying technology in practical ways. References Anil, R., Dai, A. M., Firat, O., Johnson, M., Lepikhin, D., Passos, A., & Wu, Y. (2023). Palm 2 technical report. arXiv preprint arXiv:2305.10403. Kharlashkin, L., Macias, M., Huovinen, L., & Hämäläinen, M. (2024). Predicting Sustainable Development Goals Using Course Descriptions from LLMs to Conventional Foundation Models. Journal of Data Mining & Digital Humanities. Koppatz, M., Alnajjar, K., Hämäläinen, M., & Poibeau, T. (2022). Automatic Generation of Factual News Headlines in Finnish. In Proceedings of the 15th International Conference on Natural Language Generation (pp. 100-109). Morrison, R. (2022). Large Language Models and Text Generators: An Overview for Educators. ERIC Institute of Education Services. Ndukwe, I. G., Amadi, C. E., Nkomo, L. M., & Daniel, B. K. (2020). Automatic grading system using sentence-BERT network. In Artificial Intelligence in Education: 21st International Conference, AIED 2020, Part II 21 (pp. 224-227). Springer International Publishing. Uibo, H., Rueter, J., & Iva, S. (2017). Building and using language resources and infrastructure to develop e-learning programs for a minority language. In Proceedings of the joint workshop on NLP for Computer Assisted Language Learning and NLP for Language Acquisition (pp. 61-67). Vaswani, A., Shazeer, N., Parmar, N., Uszkoreit, J., Jones, L., Gomez, A. N., & Polosukhin, I. (2017). Attention is all you need. Advances in neural information processing systems, 30. Xu, P., Patwary, M., Shoeybi, M., Puri, R., Fung, P., Anandkumar, A., & Catanzaro, B. (2020). MEGATRON-CNTRL: Controllable Story Generation with External Knowledge Using Large-Scale Language Models. In Proceedings of the 2020 Conference on Empirical Methods in Natural Language Processing (EMNLP) (pp. 2831-2845).

9.4.2024

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In today's rapidly changing world, the concept of sustainability has become central in higher education and the broader society. Sustainability is a multifaceted term that encompasses environmental stewardship, social equity, and economic prosperity. What does sustainability mean to us teachers? As educators, we are uniquely positioned to nurture a deeper understanding of sustainability among our students and inspire them to become catalysts for positive change. But what does sustainability mean to us teachers? How can we go beyond mere organizational strategy and embrace sustainability in our work that is meaningful and impactful? In the upcoming months, Metropolia’s Sustainability in Education team will embark on a journey of exploration and storytelling, as we share our experiences and insights on sustainability in both our personal and professional lives. From the use of AI moodle plugins to other innovative approaches from our communities of practice, we aim to inspire and engage others, defining what sustainability means to us as teachers and providing possibilities to integrate our understandings into our educational practices effectively. Understanding Sustainability in education To understand the significance of sustainability, it's crucial to trace its historical roots and evolution. Originating from the environmental activism of the late 1960s, sustainability initially focused on addressing pressing global issues such as climate change and resource depletion. Over time, its scope expanded to encompass not only environmental concerns but also social and economic dimensions. The adoption of the Sustainable Development Goals (SDGs) by the United Nations in 2015 marked a pivotal moment, emphasising the interconnectedness of environmental sustainability, social justice, and economic development. Our team has recognised that a holistic approach for sustainable development cannot be achieved in isolation but requires collaboration and collective action across sectors and disciplines. We can instill a sense of responsibility and empower students to become active agents of change. As educators, we play a pivotal role in shaping the attitudes, values, and behaviors of future generations. By integrating sustainability into our teaching practices and curriculum, we can instill a sense of responsibility and empower students to become active agents of change. This goes beyond mere dissemination of information; it requires fostering critical thinking, empathy, and a deep appreciation for the interconnectedness of all living beings, which our team will explore with the Inner Development Goals. By cultivating a culture of sustainability within educational institutions, we can nurture the next generation of leaders who are equipped to tackle complex global challenges with creativity and compassion. Embracing Our Sustainable Journey together Since its establishment in 2022, the Sustainability in Education team at Metropolia University of Applied Sciences has played a crucial role in translating sustainability strategy into actionable practices. Our team comprises educators from diverse fields of study, each bringing unique perspectives and expertise to the table. Dedicated to fostering dialogue that encourages teachers and students to engage in ways that align with their fields of study and personal values for a sustainable future, our team believes in the power of sharing stories and experiences to uncover new meaning, innovation, and possibilities for collaborative action. Join us as we explore, reflect, and act on our shared commitment to building a more sustainable world. As the team's coordinator in 2024, I have initiated the collection of stories for this blog series, co-authored by a team member and myself. Additionally, we regularly convene at what we call "Sustainability in Education Cafés" to share stories and discuss our activities towards sustainability. Join us as we explore, reflect, and act on our shared commitment to building a more sustainable world. Together, let's cultivate a culture of sustainability within education and beyond, ensuring a brighter and more equitable future for generations to come. I would like to end this post with an InCANtation for sustainability in education, which I was inspired to write after my yearlong collaboration with the team in 2023: Our world provides | So there is no reason to comply To a system that is stuck | With a bunch of guck Let yourself go | And every living system will flow Life is not tragic | But alive with magic Explore your dreams | And join teams That co-create wonder | As luminous and magnificent As lightning and thunder Writer 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 Cleland Silva, T. 2023. Teaching Sustainable Leadership Skills through Collaborative Storytelling. In Unkari-Virtanen, L., Kuusisto-Ek, H., & Brandt, T. (eds). Tulevaisuudenkestävä bisnes — ratkaisuja kompleksisuuden haasteisiin. Konferenssi 27.4. 2023: 186-190. TAITO-sarja 117. Metropolia Ammattikorkeakoulu. Cleland Silva, T. & Fonseca Silva, P. 2022. Making Sense of Work through Collaborative Storytelling: Build narratives for organizational change. Switzerland: Palgrave MacMillian.

22.12.2023

vierailija

In recent years, sustainability has gained significant attention in education. Universities of Applied Sciences have taken sustainability in education seriously. Why this shift? It comes down to various factors, including government reforms recognizing global challenges and educational institutions collaborating to find innovative solutions. In Finland, a commitment to sustainability in teaching aligns with the need to balance economic growth with finite environmental resources and address challenges like climate change and equality. Universities of Applied Sciences educate future professionals that can be in the forefront of solving sustainability challenges in the society. Universities of Applied Sciences educate future professionals that can be in the forefront of solving sustainability challenges in the society. In December 2021, The Rectors’ Conference of Finnish Universities of Applied Sciences Arene published, that highlight sustainable development as one of the competencies for both bachelor’s and master's degrees. Metropolia officially introduced Arene’s shared competencies into all of its degree programmes in the autumn 2022. In this text, we explore the importance of sustainability in education and introduce the steps taken at Metropolia to support its teaching staff in integrating sustainability into curricula. Sustainability in education must involve both staff and students People tend to have various views on what sustainability is. Building a common understanding on what sustainability actually means and its systemic nature was identified as the starting point for Metropolia. The goal was set, that every Metropolian, whether a member of staff or a graduating student, will receive sustainability know-how that can be implemented in working life and society. The goal is that everyone will receive sustainability know-how that can be implemented in working life and society. To achieve this goal, sustainability is being integrated into all degree programmes. The vision is clear: every graduate should possess relevant sustainability expertise tailored to their specific field and profession. A current state analysis was conducted in all degree programmes in 2022. The aim was to identify how sustainable development is part of the teaching by analyzing the 17 UN Sustainable Development Goals (SDGs) and how the themes of the goals are part of courses. Based on the analysis the degree programmes have conducted plans for continuing the integration of sustainability into the curricula and everyday teaching in the years to come. Sector-specific specialists from Metropolia's Sustainability in Education team have offered sparring, when conducting these analyses and working on integration. Sustainability know-how of the teaching staff is key to be able to integrate sustainability aspects into teaching. Parallel to the current state analysis, a basic course on sustainable development for the entire staff was launceh. The online course presented the basic concepts and systemic nature of sustainable development, its three pillars and how sustainability is managed at Metropolia. By the end of September 2023, 726 staff members had completed the course, which is around 70 % of Metropolia’s full-time staff. The course has helped in shaping shared understanding on what sustainability in higher education context means. Clean and sustainable solutions Innovation Hub offered to all students of Metropolia and other universities of applied sciences 30 ECTS credits of free electives from the training package of clean and sustainable solutions. The package consists of five courses, of which one can complete one or more according to their own interest and schedule. The contents are designed to be suitable for students of all fields, and the implementation is such that it enables experts from different fields to work together and learn from others in multidisciplinary environments. Promoting collaboration between teachers is vital for sustainability in education Collaboration between teachers is key to success in integrating sustainability into the everyday life of teaching. Teachers have limited resources which is why peer-to-peer sparring, sharing best practices and truly focusing on the practical level of teaching is important in sustainability work. Sharing best practices and truly focusing on the practical level of teaching is important in sustainability work. Metropolia’s Sustainability in Education Team organized an event for teaching staff in September 2023. The aim was to share new practical knowledge and expertise on how to integrate sustainability in education, to provide time for discussion and collaboration in education development. It was aimed at Metropolia's Heads of Degree, teaching staff, study coordinators, guidance counselors and others working with educational development. There were somewhat 80 people enrolled for the event. In the joint session Metropolia’s work towards sustainability in education, Arene’s work for sustainability competencies and the EU's Green Comp Framework were presented. Event continued in four field-specific sessions, where lecturers from each field shared their best practices on integrating sustainability into teaching. Feedback of the event was positive, and participants wished for similar opportunities for discussion also in the future, but with a multidisciplinary approach so that participants can learn from different fields. Key take-aways from field-specific sessions: Culture Various courses were presented: the innovation course in design, the sustainable design course, the circular economy and design course, the courses and course plans related to fashion and clothing. Discussion was held on the contents and the possibilities for cooperation between different degrees and majors as well as future plans. Several points of convergence were identified. Technology Development of a sustainable development module as part of all students' orientation was discussed. The idea is to progress after this to the knowledge of sustainable development of the different training programs in the field with different courses. In this way, it is possible to acquire sustainability competence at three different levels: the basics of sustainable development at a general level, sustainable development in one's own field and sustainable development as part of one's own professional competence. Innovation projects were identified as a good way to integrate sustainability thinking into the studies of degree programmes. Project- and learning environments like Carbon garage, IoT garage, Urban Farm Lab, Hymy village provide more opportunities. Social and Health Services Social and Health Services campus actively integrates sustainable wellbeing into operations and teaching methods, aligning with a broader commitment to holistic sustainability in education. Emphasizing self-awareness and responsibility, Collaborative Storytelling is key to teaching sustainability as theory and practice. In September’s joint session, diverse topics were discussed, from student innovations reducing hospital carbon emissions to participation in the EU project SDG4BiZ and efforts to infuse sustainability into osteopath practices. The sustainability in education team has orchestrated impactful events, fostering a meaningful exchange of stories among teachers, students, and practitioners. These discussions inspire collaborative efforts towards Metropolia's strategic goals for 2025, showcasing the community's dedication to sustainability in social and health services education. Business Presentations from different topics in the field of business were held: responsible business, economy, marketing and finance. Each gave listeners new perspectives and ideas for integrating sustainability into their own courses. Responsible Business is a comprehensive overview of the theme of sustainable development and responsibility. The course includes a wide range of expert lectures and small group discussions. This type of implementation has received really good feedback from students. The ideas of sustainable economy and climate change were discussed with concrete examples. In marketing courses sustainability is embedded into the business cases that the students solve. A new course Responsible Finance and the background to its development. The course is very up-to-date and responds well to the changing needs of the financial sector. The journey towards sustainable education continues Collaboration and time for discussion and reflection among peers is vital, if we want to succeed in sustainable education. To respond to this need, Metropolia will set up a network of teachers invested in sustainability in their own teaching. The network will operate in 2024 with an idea of changing ideas with peers as well as sparring and helping colleagues in their own fields to integrate sustainability into curricula and courses. Collaboration and time for discussion and reflection among peers is vital, if we want to succeed in sustainable education. In light of the gigantic megatrends and societal challenges ahead such as climate crisis, biodiversity loss as well as threats to democracy and wellbeing it is clear that there is still much work ahead of us. As Helen Keller once wisely noted, "Alone, we can do so little; together, we can do so much." These challenges require collective effort and an unwavering commitment to change. Rebecca Solnit, in her work "When the hero is the problem," reminds us that it is often not heroes but ordinary individuals working collaboratively who bring about transformative change. The road ahead may be long and arduous, but with unity, determination, and a shared vision, we can remain hopeful and continue to aspire towards a sustainable future for all of us. Universities of Applied Sciences have a responsibility in educating future professionals that can solve these challenges. Writers Elli Ojala (MBA) works as Metropolia’s Sustainability Manager. Elli is in charge of integrating environmental, social and economic sustainability into Metropolia’s everyday operations. Tricia Cleland Silva serves as a senior lecturer and 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 community of practice. Riitta Lehtinen, Licentiate in Technology (Chemical Engineering) works as a principal lecturer in the Department of Clean Technologies in Metropolia. Her favorite aphorisms are: Look at systems - think globally, act locally! Waste is a choice, the choice is (y)ours! and Less is more! Juha Ainoa, MA (Design), is a senior lecturer and head of major in the design degree in Arabia Campus. Anne Perkiö, M.Sc. (Econ.) and Licentiate in Education, works as a Principal Lecturer and Head of Business Administration Programme in Metropolia Business School. Her motto is: Always learning! Additional information Metropolia’s sustainability website Shared competencies for universities of applied sciences. Arene.