The master’s thesis titled “Sustainability through a Phenomenon-based Learning Approach – A study of student reflections” by Emma Heikkilä at the University of Helsinki examines how phenomenon-based learning (PhBL) can foster transformative learning (TL) and critical reflection on sustainability. The study aims to understand how students develop critical reflection through this learning process and its overall impact.

Objective and Scope of the Study
Sustainability is a complex concept encompassing ecological, economic, social, and cultural dimensions. Therefore, it requires not only theoretical knowledge but also interactive and experiential learning models. This thesis explores how phenomenon-based learning (PhBL) supports transformative learning and critical reflection on sustainability.
The study was conducted in the Faculty of Educational Sciences at the University of Helsinki and involved students participating in an elective university course on phenomenon-based learning, sustainability, and World Heritage education. Semi-structured interviews with five students (N=5) were conducted and analyzed using interpretative phenomenological analysis (IPA).
This analysis focused on deeply understanding students’ experiences and how they underwent cognitive transformation throughout the process.

What Is Phenomenon-Based Learning (PhBL)?
Phenomenon-based learning (PhBL) is an educational model that approaches real-world issues through an interdisciplinary perspective, rather than focusing solely on specific subjects. This model, widely adopted in the Finnish education system, offers a hands-on, participatory, and research-driven learning environment.

Key characteristics of PhBL:

  • Provides an interactive and engaging learning process.
  • Develops problem-solving and critical thinking skills.
  • Emphasizes emotional and experiential learning.
  • Focuses on real-life sustainability challenges.

Findings of the Study
The analysis identified six main themes in students’ experiences:

  1. Connection to Nature: Students reflected on their relationship with nature in the context of sustainability.
  2. Emotions About Sustainability: The topic evoked feelings of concern, hope, and uncertainty among students.
  3. Cultural Sustainability: Sustainability was viewed not only in environmental terms but also as a cultural preservation issue.
  4. Sustainable Education: A need for a more holistic and interdisciplinary education model was highlighted.
  5. The Process of Phenomenon-Based Learning: Students found this approach both challenging and effective.
  6. Impact of Embodied Activities: Physical engagement and interaction with nature played a crucial role in emotional connection.

Conclusions and Recommendations
The study found evidence of emerging critical reflection among students, though the depth of this reflection varied. Key takeaways include:

  • Phenomenon-based learning is an effective methodology for sustainability education.
  • Emotional engagement and critical reflection can be enhanced through PhBL.
  • The impact of online learning environments on student experiences should be further explored.

Overall, this study serves as a guide on how phenomenon-based learning can be leveraged to enhance sustainability education. Finland’s education system continues to play an innovative role in integrating holistic learning approaches.

This research provides valuable insights for educators and policymakers in designing future sustainability education models, emphasizing the role of transformative learning and critical reflection in building a more sustainable future.

Source: Sustainability through a Phenomenon-based learning approach. A study of student reflections. University of Helsinki Master’s Programme in Education Master’s thesis, 30 cr Educational Sciences March 2022. Emma Heikkilä