Browsing by Subject "tulevaisuudentutkimus"
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(2020)This study examines future scenarios of textile consumption and production portrayed in Finnish news media and extending to year 2050. Emphasis of the study is on the policy instruments that can potentially support sustainable textile consumption and production. 214 news articles from year 2019 formed the study data. The data was analyzed using theory-guided qualitative content analysis. The analysis was guided by three policy instrument groups: regulation, financial and information instruments. Other references regarding future scenarios of textile consumption and production in general were also collected under the frame of sustainable consumption and production (SCP). A futures table was formed, including descriptions of current state, desirable, threatening and probable textile futures, focusing on the different policy instruments in effect in these scenarios. Five specialists also participated in forming these future scenarios by evaluating the probability and desirability of claims formed from the news data. The data shows that textile and fashion sustainability issues are highly current and form a part of a larger climate change driven criticism on consumerism. If the discussions and plans on the verge of 2020 turn into actions, the most positive scenario suggests that the textile industry is carbon neutral and functions as a circular economy in 2050. For example ecological tax reform, legislation requiring stronger corporate responsibility and new and sustainable textile materials may play a big role in the change. The more unsustainable scenarios might unfold if political regulation lacks ambition, and the values and behavior of consumer masses don’t change fast enough or in a big enough scale to favor sustainable choices. In the specialists’ evaluation most defining phenomenon expected to guide the development of the textile sector in the coming decades were stronger political directing methods, environmental taxation of goods and services and a change towards circular economy. The news data emphasized a need for a highly holistic change in the means of consumption and production, where sustainability is achieved through changes in technology, values and attitudes as well as political and financial structures that drive and support sustainable choices.
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(2019)In this study, the images of the future of the craft education are painted. The future is the result of the current situations and the choices made based on them. The future cannot be known in ad-vance, but it is possible to analyse and anticipate it by means of the wishes, probabilities and opportunities. The starting point of this study was the question of what kind of role the craft education will play in the future. The aim of this study was not to predict the future, nor to determine what sort of the craft and the craft teaching should be in the future. Instead, the purpose of the study was to analyse what kind of futures the craft education can be facing. The study also sought to find out if the subject's name affects how its future is seen. The research material in this study consisted of two parts. First part of the material was collected from students at the craft teacher education of University of Helsinki using the method of empathy-based stories (MEBS) during the spring 2018. The Association of Craft Teachers surveyed its members in early 2018. One section of the survey dealt with the future of the craft as a subject. The answers of this section formed the second part of the research material. The analysis was done with theory-guided content analysis which is one of the qualitative research methods. A desired future for craft education is a situation where hand skills are appreciated, and handicrafts is a popular hobby. Teaching resources have increased, teaching is genuinely multi-material and focuses on the complete craft processes and sustainable use of materials. New phenomena support the craft education and the roles of teachers get new forms. Positive images of the future were considered probable, but likewise, it is likely that hand skills will not be appreciated in the future, and craft education will become superficial or even completely disappear from elementary school. A possible, but undesirable, and unlikely future is the future where craft teachers are no longer needed, and only few have the skills for handicraft. Next, these future images must be transformed into scenarios. It is important to describe the measures that will make it possible to move towards the desired future. The name of the subject did not affect how its future was described, although the number of respondents was so small that it is impossible to make generalized conclusions.
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(2020)Aims. The aim of this thesis was to find out how virtual reality and augmented reality can be used in teaching crafts in the future. Virtuality has changed the world and it can be seen that virtuality is coming into teaching and schools. Previous research on virtual reality in teaching has shown that virtual reality brings benefits to teaching. The benefits of virtual reality have been highlighted in various contexts. The aim was to find out what kind of possibilities virtual reality and augmented reality are considered to bring to teaching crafts. Methods. Before we can think of the future, we must know the history and the present. The theory section of this thesis discusses teaching crafts in Finnish schools now and then as well as virtual reality and augmented reality. The research was realized as futures research and the data were collected with the Delphi method. The panel of experts consisted of craft teachers, craft teacher students and experts of crafts, virtual reality and augmented reality. The questionnaire was made with the E-lomake programme of the University of Helsinki. The panelists took part in two successive rounds of questions anonymously. The questions on the first round were based on topics arisen from the theory. The questions on the second round were created through qualitative analysis of the answers of the first round. Results and conclusion. The panelists found several different benefits, practical examples and ideas on how to utilize virtual reality and augmented reality in teaching crafts. The practical examples included learning new craft techniques, learning machines and tools safely, illustrating in a teaching situation and practicing skills independently. The discussions were not only positive, criticism and negative points were also presented. The result of the data analysis and thematic design was four main topics: 1) utilization of virtual reality and augmented reality in craft teaching, 2) benefits of virtual reality and augmented reality, 3) disadvantages of virtual reality and augmented reality and 4) the future of craft teaching. New technology is seen as an opportunity, but the most important aspect of handicraft is to be considered to be concrete handmade.
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