Arctic Education in the Future

Määttä, Kaarina; Uusiautti, Satu

doi:10.1007/978-981-13-6561-4_9

Cited by 4 publications

(5 citation statements)

References 69 publications

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“…Despite a fairly large number of studies in the sphere of education for Arctic training [10][11][12][13][14][15][16][17][18], there is no consolidated international or Russian statistics on training specialists for the oil and gas industry in the Arctic at the moment. In this regard, this study focuses on studying the directions of transformation of the personnel training system.…”

Section: Methodsmentioning

confidence: 99%

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Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

et al. 2020

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This paper analyses the process of transforming specialist training systems for oil and gas projects in the Arctic, which has been taking place within the structure of education in Russia over the past decade. Using classical methods of analysis, synthesis, and classification, the authors studied the main global trends in training personnel for the Arctic and the manifestations of these trends in the system of training Russian specialists. To identify the qualitative characteristics of the educational system development, the authors applied the survey method and composed a list of leading universities in training personnel for the Russian Arctic, as well as the “Arctic professions of the future”. As a result of the study, the authors came to the conclusion that global trends in training “Arctic personnel” show the need to develop an interdisciplinary approach, to form basic knowledge in Natural Sciences, to study the socio-cultural specifics of the region, to develop new educational standards, to implement the concept of ‘Life Long Learning’, to widely introduce digital technologies and to internationalize education. In general, the Russian personnel training system is adapting to changing conditions, in particular, some progress has been made in the formation of “digital” competencies and skills to work in a developed IT infrastructure. The introduction of “digital fields” has led to an increase in the demand for IT specialists in the Arctic oil and gas sector. With the help of an expert survey, it was revealed that in the future, the most popular professions, along with “drillers” and transport specialists, will be IT specialists who ensure the “digital fields” functioning. The leading Russian universities that train specialists for modern oil and gas projects in the Arctic have been identified. It is noted that not all leading industry universities in Russia are participating in international educational projects and organizations. There is skepticism about the internationalization of education.

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Section: Methodsmentioning

confidence: 99%

“…In this regard, the competencies of "problem solving skills" are of particular importance, and not just "knowing the classic ways to solve them". The focus on obtaining skills and abilities is emphasized by researchers who analyze the staff training system for the Arctic [12,20].…”

Section: Increased Competition Development Of New Standardsmentioning

confidence: 99%

Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

et al. 2020

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“…These conversations should be conducted to discover a shared felt concern that participants believe is to be something that is (a) worth investigating and (b) worth acting on (Kemmis, McTaggart & Nixon 2014, p. 149). As teachers are so often viewed as the pillars of Arctic communities, it is so important that those who will become teachers understand 'Arctic pedagogies' (Määttä & Uusiautti, 2019) and are empowered to hold conversations, and fully engage with the role they play within the community.…”

Section: Bridging Esd and Ie For New Teachers In The Arcticmentioning

confidence: 99%

Incorporating sustainable development and inclusive education in teacher education for the Arctic

2022

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This article explores how teacher education institutions can better prepare teachers to help to create inclusive and sustainable selfdetermined Arctic communities. Building on the theoretical concepts of just sustainabilities, transgressive learning, the capabilities approach, and relational thinking within inclusive pedagogy, we propose that education for sustainable development (ESD) and inclusive education (IE) be more centrally situated across curriculum areas for all new teachers. To achieve this in practice, we suggest that teacher education programs need to better prepare new teachers to engage in critical participatory action research that empowers them to collaborate with Arctic communities.

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“…Sustainable learning and education can be seen as a life-long, life-wide, and life-deep endeavor regardless of whether it takes place in school, at work, or in leisure [10]. One aspect of sustainability is the way technological solutions make an important part of everyday contexts and learning environments, also in the Arctic area.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, phenomena, such as the aging population, social exclusion among the youth, concentration of the population to larger cities, chronic-levels of unemployment, the lack of informal educational opportunities, and the challenges of how to provide formal education in a sustainable manner in areas where only a handful of children reach school-age every year and where distances are long in sparsely-populated areas, also contribute to everyday contexts and learning environments. On the other hand, changes in livelihoods, economic structures, and natural resources-the number of mining towns, increasing tourism, new business innovations, and social and educational innovations, such as distant learning solutions-are the future success of Arctic [10].…”

Section: Introductionmentioning

confidence: 99%

Five Basic Cornerstones of Sustainability Education in the Arctic

et al. 2020

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The Arctic region faces many threats but also opportunities due to economic, climate, environmental, cultural, social, professional, educational, and institutional changes, which also necessitate new perspectives on sustainable education. When implementing sustainable education in the Arctic, it is important to increase knowledge and understanding of the special features of Arctic areas—their opportunities and vulnerabilities. In this article, the model of Arctic sustainable education (ASE) has been introduced. It is based on a new kind of lifestyle that illustrates respectful and responsible attitudes toward other people and nature. What are the special features of the teaching and learning of ASE and how to organize it? In this theoretical article, we have discussed the challenges and goals, and possibilities and significance of ASE by leaning on the five cornerstones, concerning learning and teaching of SE in schools and organizations: why, what, how, who, and when. The ASE may provide new ideas to develop sustainable education not just in the Arctic region but also elsewhere as it gets its special opportunities and expectations in a context- and time-bound manner. In conclusion, the role of educational psychology in ASE has been viewed and discussed.

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Arctic Education in the Future

Cited by 4 publications

References 69 publications

Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

Transformation of the Personnel Training System for Oil and Gas Projects in the Russian Arctic

Incorporating sustainable development and inclusive education in teacher education for the Arctic

Five Basic Cornerstones of Sustainability Education in the Arctic

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