1: Sustainable Development in the European Arctic (5 ECTS)

Content

This course explores sustainable development and its different dimensions (historical, economic, social, environmental) in the European Arctic utilizing multidisciplinary approaches. The focus of the course is on communicative and collaborative learning through a combination of lectures, discussions, group work and studying of research literature.

Learning outcomes

Upon completion of the course, students will be able to explain and discuss about topics concerning sustainable development in the context of the European Arctic. Students will be able to apply key concepts and critically evaluate the interrelated and contradictory dimensions of sustainable development. Students will have developed their critical thinking, argumentation, presentation, and collaboration skills.

Study Methods

Lecture participation, a learning diary and group work

Teaching Methods

Contact teaching.

Primary Teaching Language

English

Person in charge

Tanja Riekkinen

2: Global Citizenship Education (5 ECTS)

Content

During the course, students will be introduced to the key concepts of Global Citizenship Education (GCE) and will critically explore its various dimensions and underlying philosophies. Students will discuss the role of education in fostering ethical and responsible global engagement and focus on contemporary challenges such as global inequality, sustainability transitions, and the rise of nationalism. In addition to theoretical discussions, stduents will examine practical examples of GCE and compare how it is implemented in different cpuntries around the world.  

Learning Outcomes:

Upon completion of the course, students will be able to:

• Identify different definitions and approaches to GCE and analyze their underlying philosophies, values, and assumptions.

• Design and evaluate practical examples of GCE assessment and lesson plans.

• Critically reflect on the role and purpose of GCE, engage with its critiques, and explore ways to integrate GCE principles into their teaching and everyday lives.

• Reflect on how GCE can foster personal and collective transformation in an interconnected and interdependent world.

Teaching Methods:

Because the course brings together students from diverse academic and cultural backgrounds, it uses a strongly student-centred approach based on reflection, dialogue, and collaborative learning. In addition to lectures, students will have many opportunities to share perspectives, raise questions, and learn from each other’s experiences.

Primary Language of Instruction:

English

Person in Charge:

Andreas Rogler

3: Critical Sustainability (5 ECTS)

Contents:

Critical thinking: key principles, concepts and issues and how they apply to sustainability.

The three pillars of sustainability (environment, social & economic): critical tensions and assumptions.

Anthropocentrism in sustainability: ecocritical, multispecies, relational and more-than-human approaches to sustainability narratives and human-nature discourses.

Western modernity & decolonising sustainability: decolonial critiques of sustainability and the reproduction of power inequalities in sustainability discourses.

Transformative / critical sustainability: putting transformative sustainability ideas into practice; transformative sustainability education

Learning Outcomes:

On completion, participants will be able to:

· Critically examine the concepts of sustainability and sustainable development and underlying assumptions.

· Contrast and compare anthropocentric and ecocentric approaches to sustainability.

· Describe, analyse and reflect on the values and power relations that underpin concepts of sustainable development and how these relate to sustainability in their own disciplines.

· Reflect on and articulate their own positionality, and how that relates to and affects their approaches to sustainability in their fields of study.

· Develop transformative and/or critical approaches to sustainability.

· Apply the contents and learning of the course to their own discipline/field(s).

Study methods:

Pedagogically the course is participatory and student-centred. Participants are encouraged to suggest relevant topics and questions for discussion and will have the opportunity to investigate and compare critical approaches to sustainability across different disciplines. Teaching is activity- and discussion-based. Independent work includes advance reading assignments, group tasks and activities and individual reflections

Teaching /implementation methods:

Due to its participatory & discussion-led nature, the course is delivered face-to-face. Moodle learning platform will be used to facilitate the sharing of materials, feedback and the uploading of participants' work. · Course breakdown: · In-person seminars (10 x 2 hrs) · Peer group studying & presentation (20h) · independent work (95h) 

Primary Teaching Language:

English

Person in charge:

Joffy Conolly

* The course will be based at the University’s Botanical Gardens and will include short outdoor fieldwork.

4. Let's explore nature in the Arctic together (2 ECTS)

Content:

The Arctic’s natural environment is truly unique, with few regions in the world offering comparable landscapes and biodiversity. When foreign students first encounter Arctic nature, they are often fascinated by its richness yet may also feel uncertain or even intimidated by its unfamiliar risks and challenges. This uncertainty may deepen over time as they observe how strongly local residents are connected to their natural surroundings and the deep cultural role that nature plays in everyday life. For instance, students may find it difficult to distinguish edible from poisonous berries or mushrooms, to identify safe areas for hiking and exploration, or to understand the necessary precautions for outdoor activities in the Arctic climate. Nevertheless, engaging with nature and learning about local biodiversity can bring substantial benefits: educational, recreational, and even economic, such as foraging for berries and mushrooms. The proposed course aims to bridge this gap by providing foreign students with a practical understanding of Arctic nature, using Finland as a case example. Through expert-led instruction and hands-on experience, participants will gain the confidence, knowledge, and skills needed to explore Arctic environments safely and meaningfully, which also possible partly apply anywhere around the world.

Learning outcomes:

By the end of the course, students will have gained a deeper understanding of Finland’s unique natural environment and developed the practical skills needed to explore it independently and safely. Participants will be proficient in using biodiversity identification apps, such as iNaturalist, and will be actively contributing to citizen science efforts by collecting valuable data on local species. They will also feel more connected to the Nordic way of life, experiencing the positive impacts of nature on well-being. Additionally, the course will foster a sense of community among participants, promoting cross-cultural exchanges and collaboration. Moreover, all knowledge obtained and practical skills might be applied in students' home countries or everywhere around the world.

Study Methods:

Experiential learning (students engage directly with the natural environment through hands-on activities, including field excursions and a bioblitz what fosters learning through real-world experience and sensory immersion); technology-enhanced learning (the course integrates mobile applications (e.g., iNaturalist, Seek, Pl@ntNet, Laji.fi) to support species identification, biodiversity data collection, and citizen science participation what enables students to apply technology in outdoor and independent learning contexts); collaborative and peer learning (students encourages peer support, exchange of knowledge, and shared problem-solving); game-based learning (the bioblitz is designed as a friendly competition that motivates students to collect biodiversity observations in a playful, goal-oriented format that enhances engagement and retention); inquiry-based learning (students develop their own questions and curiosities during field exploration, which they investigate using identification tools and biodiversity databases, encouraging independent thinking and critical observation); blended learning (the course combines in-person instruction (lecture and fieldwork) with self-paced online exploration and the use of digital tools, offering a flexible and rich learning environment).

Teaching Methods:

The course is participatory and student-centered with lectures, workshops, field excursions and bioblitz.

Time schedule:

Monday: lecture (2 h), workshop (1 h)

Tuesday: field trip to Hailuoto (8 h)

Wednesday, Thursday, Friday, Saturday: Bioblitz (independent field and smartphone / computer work during 4 hours per day (16 h)

Thursday: excursion to the botanical garden (1 h)

Monday: closing session (lecture with discussion) (2 h) 

Primary Teaching Language:

English

Person in charge:

Mykyta Peregrym

5: Quantum Software Engineering (3 ECTS)

This course provides an overview of Quantum Software Engineering (QSE), focusing on how quantum computing influences software development. It covers fundamental concepts, hybrid (quantum–classical) approaches, and key considerations for designing, implementing, and evolving quantum software systems. Students will explore current tools, quality, security, and reliability challenges, as well as real-world application areas and emerging research directions. The course combines conceptual understanding with practical exercises and a group project in hybrid quantum–classical solution development.

Content:

Foundations of quantum computing and programming; development of quantum and hybrid quantum–classical software; implementation of representative quantum algorithms; design principles and architectures for quantum software systems; security, reliability, and quality challenges; contemporary tools, platforms, and development methodologies; empirical research and evaluation in QSE; application areas including healthcare, spectroscopy, and optimization; emerging trends and future directions in quantum software engineering. 

Study Methods:

Active participation in lectures, complemented by a collaborative group project focused on applying the course concepts and content taught to students. 

Timing:

The course (81 hours in total) follows a blended teaching approach, consisting of 16 hours of lectures, 10 hours of lab sessions, 20 hours of group project work, 35 hours of independent study and reading). 

Primary Teaching Language:

English

Persons in charge:

Arif Khan (Associate Professor) and Boshuai Ye (PhD Researcher)