Browsing by Subject "nature-based solutions"

Tiivistelmä - Referat - Abstract To aim for a just and sustainable society, it is essential to consider how we manage cities and to reflect on the role of young people as agents for successful future generations. The school system must take on the responsibility of developing a sense of social justice amongst young people. However, few learning activities are established to promote learning about environmental and intergenerational justice issues, and are usually limited to a top-down approach based on STEM disciplines (Science, Technology, Engineering and Mathematics). In this work, I argue that education in sustainability needs to be opened to a relational approach that introduces new justice perspectives, becoming a driver for active citizenship and public participation. The thesis is based on ten workshops conducted in Kumpula, Helsinki, involving 197 students from two upper secondary schools. The novelty of this work consists in addressing a specific range of upper secondary school students (16 to 19) and combining cognitive and relational learning activities to elicit reflections on environmental justice. I used a learning activity based on a Role-play method to actively involve students in working with justice perceptions and nature-based solutions. The analysis is based on a mixed methods- approach where the statistical analysis (pretest-posttest) and qualitative content analysis support each other. The innovative integration of cognitive and relational learning contributed to a deeper knowledge of urban green space management. This approach elicited new recognition justice perspectives by enhancing the participants’ awareness of community values and needs, comprehending both humans and non-humans. After the learning activity, students were generally more willing to make their voice heard by policy makers and to participate in public discussions. Based on the findings, more resources and time would be needed to build a long-term project in order to assess the permanence of relational and cognitive learning and more widely the efficacy of this approach for transformative learning.