Pedagogical Approaches in Hybrid Sustainability Education in Higher Education
Ahmed, Rabia (2026)
2026
Master's Programme in Sustainable Societies and Digitalisation
Informaatioteknologian ja viestinnän tiedekunta - Faculty of Information Technology and Communication Sciences
Hyväksymispäivämäärä
2026-05-18
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi:tuni-202605135563
https://urn.fi/URN:NBN:fi:tuni-202605135563
Tiivistelmä
This thesis investigates how pedagogical approaches in hybrid sustainability education are designed and experienced in Finnish higher education, focusing on Tampere University as a case study. Using a qualitative case study methodology, the research draws on semi-structured interviews with six educators engaged in hybrid sustainability-related teaching. The interview data were examined through thematic analysis.
The findings indicate that hybrid sustainability teaching is shaped largely by active, student‑ centred, and experiential methods, including project‑ based and problem‑ based learning. Sustainability emerges not only as course material but also as a pedagogical stance that values ethical reflection, participation, and collaborative research. At the same time, the study highlights key tensions: hybrid formats broaden access and offer flexibility, yet they also pose challenges for fostering interaction, engagement, and a sense of community.
Institutional structures provide some support for hybrid teaching, but the integration of sustainability often depends on individual educators rather than systematic curriculum design. The study suggests that the success of hybrid sustainability education hinges less on the digital format itself and more on how pedagogical choices, engagement practices, and institutional conditions are aligned.
The findings indicate that hybrid sustainability teaching is shaped largely by active, student‑ centred, and experiential methods, including project‑ based and problem‑ based learning. Sustainability emerges not only as course material but also as a pedagogical stance that values ethical reflection, participation, and collaborative research. At the same time, the study highlights key tensions: hybrid formats broaden access and offer flexibility, yet they also pose challenges for fostering interaction, engagement, and a sense of community.
Institutional structures provide some support for hybrid teaching, but the integration of sustainability often depends on individual educators rather than systematic curriculum design. The study suggests that the success of hybrid sustainability education hinges less on the digital format itself and more on how pedagogical choices, engagement practices, and institutional conditions are aligned.