Abstract
The Arctic region faces many threats but also opportunities due to economic, climate, environmental, cultural, social, professional, educational, and institutional changes, which also necessitate new perspectives on sustainable education. When implementing sustainable education in the Arctic, it is important to increase knowledge and understanding of the special features of Arctic areas—their opportunities and vulnerabilities. In this article, the model of Arctic sustainable education (ASE) has been introduced. It is based on a new kind of lifestyle that illustrates respectful and responsible attitudes toward other people and nature. What are the special features of the teaching and learning of ASE and how to organize it? In this theoretical article, we have discussed the challenges and goals, and possibilities and significance of ASE by leaning on the five cornerstones, concerning learning and teaching of SE in schools and organizations: why, what, how, who, and when. The ASE may provide new ideas to develop sustainable education not just in the Arctic region but also elsewhere as it gets its special opportunities and expectations in a context- and time-bound manner. In conclusion, the role of educational psychology in ASE has been viewed and discussed.
Highlights
The Arctic represents one of the regions of the world where the human-environment relationship is a common basis of the identities, cultures, and welfare [1]
We have focused on the special features of teaching and learning in the future Arctic contexts, followed by issues of organizing the sustainable education in the Arctic so that education can best support the well-being of people living in the Arctic and contribute to the vitality of Arctic regions
We have introduced the model of sustainability education by focusing on its key questions of learning and teaching
Summary
The Arctic represents one of the regions of the world where the human-environment relationship is a common basis of the identities, cultures, and welfare [1]. New livelihoods we mentioned in the Likewise, arriving inalready the Arctic should immigrants arriving in the Arctic should be integrated into the immigrants northern communities during betheir integrated into the northern communities already during their basic education and assured of the basic education and assured of the opportunities to thrive and make a living in the area in the future [75]. Sustainable Arctic’s future skills would become invaluable. We want to emphasize the role of teachers and teacher educators in showing an Sustainable Arctic’s future skills would become invaluable. We want to emphasize the role of teachers and teacher educators in showing an example, teaching optimism, and providing sustainability skills of the future [76,77]. The future of the Arctic areas depends on the versatile and wide-ranging education of its people—on their future skills
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