Browsing by Subject "ilmiöpohjainen oppiminen, kestävän kehityksen kasvatus, kriittinen reflektio, transformatiivinen oppiminen, tulkitseva fenomenologinen analyysi"

The purpose of this thesis is to study on how a phenomenon-based approach might evoke critical reflection on sustainability. By using the phenomenon-based learning (PhBL) approach, the aim of the study is to develop for transformative learning (TL) on sustainability. Sustainability as a concept is complex, interdisciplinary and transdisciplinary and requires broad and holistic education to address it. TL has been shown to be popular within the field of research on sustainability education. Sustainability being a value-laden topic, transformative learning and critical reflection are suitable methods for tackling it. However, TL is challenging, and research has shown that the learning will not always succeed. PhBL could be suitable for sustainability education and in TL. It uses collaborative learning, through which the social dimension also provides learning. The approach is learner centred, and the interest of the students guides the process and provides space for reflection and emotions. This qualitative, phenomenological and hermeneutic study was based on five (N=5) interviews with students who took part in an optional hybrid university course on the phenomenon-based approach, sustainability and World Heritage education. The interviews were conducted online as phenomenological interviews via Zoom and took place after the course was finished. The material was analysed with interpretative phenomenological analysis, which is an idiographic and inductive analysis method, suitable for going deep in the experiences of the students. The analysis revealed six themes: connection to nature, emotions about sustainability, cultural sustainability, sustainable studies, the process of PhBL, and emotions evoked by embodied exercises. Although, the data did not provide clear evidence, there were a few signs of change in attitudes and assumptions that can be interpreted as critical reflection. The online dimension clearly has an impact on the experiences in several ways. However, even if several experiences on emotions were reflected on and the PhBL process was challenging, it resulted in learning and acceptance. The results are in line with earlier research and can be used as guidance in future planning and implementing PhBL on TL and sustainability.