Summary: Sustainable Development at Häme University of Applied Sciences

I recently graduated from the sustainable development blended learning programme at Häme University of Applied Sciences with a degree in Environmental Planning (B.Nat.Res). Now that the celebrations have settled down a bit, it's time to reflect on what these past two years have brought.

When I came across HAMK’s Sustainable Development degree programme online in the spring of 2021, I was immediately excited. The field is not only timely but also incredibly diverse and interesting. Climate change and biodiversity loss have brought us face to face with entirely new kinds of challenges and opportunities—ones we can address with long-term solutions that are economically, ecologically, and socially sustainable. So, I decided to submit an application—just to give it a try—since I honestly didn’t believe I’d be accepted, especially because of my age. After all, my high school diploma dates all the way back to 1981.

To my surprise, I was offered a study place. That forced me to seriously consider whether I should go back to school after all. Me? At this age? How would they even react to someone like me? Luckily, I called my brother Pasi, who had completed both a master’s degree and vocational teacher training at HAMK while working full-time. Over coffee, he simply said: “That’s awesome—hell yes, you’re going.” So I accepted the offer, and I couldn't be happier with that decision. The programme exceeded my expectations many times over.

The programme exceeded my expectations many times over.

The programme is a well-structured and coherent whole built around sustainable development, and students can get a great deal out of it if they choose to. The wide range of topics offers perspectives on everything from the fundamentals of sustainability, ecosystems, and climate issues to public authority work, sectoral regulations, circular economy, and environmental management. The subjects are genuinely interesting, and for most students, the only real frustration is the limited time available for each topic. Nevertheless, the programme provides a solid foundation—and diving deeper is then up to each student’s own interest and initiative.

During my studies, I had some great opportunities to deepen my expertise in international environments. These included study trips to Zambia and Portugal, as well as a six-month exchange in the Netherlands. I gained a lot of knowledge and unforgettable experiences from these journeys—and I think a couple of lifelong friendships were formed along the way too. I do wonder, though, why so few students take advantage of these amazing opportunities.

Blended learning also relies heavily on teamwork—and that’s one of the highlights of the entire programme. Working in a team requires surprisingly many individual skills, such as the ability and willingness to truly listen to others, appreciate their perspectives, and take them into account. It often means stepping into someone else’s shoes and genuinely trying to understand their point of view. You need to be able to express your own thoughts clearly, and sharing information and responsibility shows trust in your teammates. Teamwork also demands the ability to handle disagreements constructively and solve problems together to reach shared goals. Time management and task coordination are equally essential. Throughout the programme, I had the chance to practice, apply, and develop all of these skills in the many teams I was part of.

Teamwork also gives a lot in return. It offers an excellent opportunity to develop interpersonal skills such as active listening, constructive discussion, and giving and receiving feedback. In a team, everyone takes responsibility for their own role and contributes to achieving shared goals. Teamwork allows each member’s strengths to be utilized, and the diversity of perspectives fosters creativity and brings new ideas and solutions. At its best, team members support and encourage one another, and a positive, solution-oriented atmosphere improves the team’s ability to accomplish tasks. Diversity within a team can help identify risks and opportunities that an individual might overlook, and considering multiple viewpoints often leads to better decision-making. In teamwork, the whole is clearly greater than the sum of its parts.

In teamwork, the whole is clearly greater than the sum of its parts.

When it comes to forming teams, I wouldn’t let students choose their own teammates. Instead, I’d recommend that teachers assign the teams so that they’re always new for everyone. This would put all students on a more equal footing, rather than some working with people they already know and are familiar with. Personally, I was placed in a new team for each module, and at times I felt a bit left out when the other team members were already used to working together. Constantly changing teams would also help students become more accustomed to working with different kinds of people and adapting to various working styles.

The importance of feedback for students cannot be emphasized enough. The worst situation is when no feedback is available at all. Feedback provides students with insight into how they are performing—what they are doing well and where there is room for improvement. It helps learners understand their strengths and weaknesses. Positive feedback can boost motivation and self-esteem, while constructive criticism can serve as a powerful incentive to improve. Through feedback, students can identify mistakes in their performance, which creates opportunities for learning. Feedback helps students gain a deeper understanding of their own learning and develop their skills in the right direction. With their feedback, teachers not only support the learning process but also show appreciation for the students’ efforts. The more thorough and constructive the feedback, the better.

At HAMK, peer assessment—where students evaluate each other’s performance—is widely used and can bring valuable perspectives to the evaluation process that teachers might not notice. It also encourages active participation and helps students develop their evaluation skills. However, students are not always qualified to assess each other’s work, and not everyone is willing to give critical feedback. Peer assessment may also lead to a conscious avoidance of critical reflection within teams. Unfortunately, the guidance and training needed to ensure constructive and fair peer assessment were notably absent throughout the programme.

In my experience, feedback at HAMK works well overall, and the atmosphere is largely encouraging and motivating for students. Matters—including feedback—are approached through a lens of positivity, and there’s always a sense of opportunities outweighing threats.

there’s always a sense of opportunities outweighing threats.

When I set out on this journey, what I was most unsure about was how my younger fellow students would react to a classmate who had already reached this stage in life. That concern turned out to be completely unfounded: I never experienced any form of ageism at any point, and the attitude and interaction were always respectful and natural.

My studies in the Sustainable Development programme at Häme University of Applied Sciences have given me a great deal. I wanted—and was able—to do something entirely new and interesting. I’ve developed a clear overall understanding of sustainable development and the challenges and opportunities it entails. I’ve also been able to make use of what I’ve learned and done in the past. As a slightly more seasoned career-changer, I know that the respect needed for success must be earned through one’s own expertise and work. I hope I’ll still have opportunities to do just that.

I want to thank all my teachers and fellow students for a fantastic time in the Sustainable Development programme at HAMK. I can wholeheartedly recommend this programme to anyone interested in the field. But even in a great programme like this, the very best part is you—the people who make it what it is. Thank you.