Ilkka Ratinen
Biographic Data
| ID | 6467873 |
|---|---|
| NAME | Ilkka Ratinen |
| GIVEN NAMES | Ilkka |
| FAMILY NAME | Ratinen |
| SIGNATURE | RATINEN I |
| AFFILIATIONS | University of Lapland |
| ORCID | 0000-0001-7977-062X |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 30 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Integrative teaching and learning: Reflections of a complex world in the curricula of primary teacher education programs
Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.Methods The curricula of ten Finnish primary teacher educ…
Sustainability competencies in the workplaces: A systematic review
In past decades, a growing body of research has identified sustainability competencies as a pivotal element in the process of sustainability transition. However, the topic is mainly discussed in the educational field, and few studies have investigated it in the workplaces. The aim of this study is to identify sustainability competencies required in the workplaces. Based on PRISMA guidelines, this study synthesises findings from 23 articles betwee…
Boundaries and boundary crossing in a multidisciplinary online higher education course on forest bioeconomy
The field of higher education (HE) is characterized by diversity stemming from multiple sources. Diversity results in boundaries that carry the potential to promote personal and professional development for HE students. Boundaries also offer the possibility of learning generic skills and planning and carrying out challenging tasks that require collaborative problem solving in multidisciplinary teams. Drawing upon the theory of boundary crossing, …
Challenges in modelling and measuring sustainability competencies crucial to successful sustainability transitions
Current environmental risks, such as climate change and nature loss, force us to look for solutions in every sector of society. A successful sustainability transition requires the manipulation of deep systemic leverage points. Hence, a deep leverage point framework based on sustainability competencies is needed to conceptualise sustainability transitions. In this study, we present an approach to measuring citizens’ sustainability competencies. Th…
Understanding student success in higher education in Azerbaijan: The role of student engagement
Research on student engagement in higher education (HE) has addressed the conceptualisation, measurement and criticism of the phenomenon over the last two decades, predominantly in Western countries. The conceptualisation of student engagement has received little attention in countries of a lengthy association with the Soviet realm. This study investigated student engagement in Azerbaijani universities using the National Survey of Student Engagem…
Sustainability competences in primary school education – a systematic literature review
Education for sustainable development is needed at all school levels. The aim of this systematic literature review is to increase knowledge on sustainability competences in the context of primary school education for sustainable development. The sustainability competences considered in this study are systems thinking competence, futures thinking competence, values thinking competence, collaboration competence and action-oriented competence. The s…
The Connection of Finns’ Environmental Awareness to Their Anticipatory Competence
Knowledge of people’s abilities must be adapted to a new, sustainable society. Through sustainability competences, the necessary changes in people’s behavior in the pursuit of a sustainable society can be intensified. In this study, Finns ( n = 2006) express their knowledge of climate change and biodiversity loss and evaluate their own anticipatory competence. The connection between their environmental awareness and the future’s orientation towar…
Cross‐boundary collaboration and knowledge creation in an online higher education course
This study investigated an international, inter‐university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross‐boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher educ…
Toward sustainable development: Connecting systems thinking competency and carbon footprint knowledge
Previous research on field of sustainable development has shown that individuals' systems thinking competency promotes and predicts their sustainability competency and pro‐environmental behavior well. Systems thinking competency also enables us to focus more on large‐scale climate change mitigation actions. Previous surveys indicated that Finns have changed their behavior for mitigating climate change, but this has been not reflected in decreased…
Students’ Knowledge of Climate Change, Mitigation and Adaptation in the Context of Constructive Hope
Humanity is living in a climate emergency where climate change should be significantly mitigated; additionally, greater efforts should be made to adapt to it. To date, relatively little research has been carried out on young people’s skills in terms of them mitigating and, in particular, adapting to the changes caused by climate change. The complex climate change issues of mitigation and adaptation are conceptually difficult for children because …
Students’ narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school
Cross-curricularity is being implemented in the upper secondary school curriculum reform in Finland. This study investigates changes in conceptual constructs when studying humans and humanity from the points of view of six school subjects (biology, physics, physical education, philosophy, psychology and arts) in a pilot study unit. We found evidence of changes in conceptual constructs with vast individual differences. Learners with a mastery goal…
The effects of socio-scientific issue based inquiry learning on pupils’ representations of landscape
Research has demonstrated that socio-scientific issues based inquiry learning has significant advantages for learning outcomes and students’ motivation. Further, a successful understanding of landscapes in environmental and geographical education can be achieved by combining informal learning environments with school education. Therefore this case study focuses on how socio-scientific issues based inquiry learning carried out in school and in a N…
International Perspectives on the Effectiveness of Geography Fieldwork for Learning
This paper seeks to address assumptions on the effectiveness of fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available evidence, which demonstrates a need for rigorous research into the issue, and in providing preliminary findings of research into the value of fieldwork from universities across three continents. Common themes to emerge concern the effectiveness of fieldwork …
International Perspectives on the Effectiveness of Geography Fieldwork for Learning
This paper seeks to address assumptions on the effectiveness of fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available evidence, which demonstrates a need for rigorous research into the issue, and in providing preliminary findings of research into the value of fieldwork from universities across three continents. Common themes to emerge concern the effectiveness of fieldwork …
Toward sustainable development: Connecting systems thinking competency and carbon footprint knowledge
Previous research on field of sustainable development has shown that individuals' systems thinking competency promotes and predicts their sustainability competency and pro‐environmental behavior well. Systems thinking competency also enables us to focus more on large‐scale climate change mitigation actions. Previous surveys indicated that Finns have changed their behavior for mitigating climate change, but this has been not reflected in decreased…
Sustainability competences in primary school education – a systematic literature review
Education for sustainable development is needed at all school levels. The aim of this systematic literature review is to increase knowledge on sustainability competences in the context of primary school education for sustainable development. The sustainability competences considered in this study are systems thinking competence, futures thinking competence, values thinking competence, collaboration competence and action-oriented competence. The s…
International Perspectives on the Effectiveness of Geography Fieldwork for Learning
This paper seeks to address assumptions on the effectiveness of fieldwork as a mode of learning in geography. This is approached from an international perspective, both in review of available evidence, which demonstrates a need for rigorous research into the issue, and in providing preliminary findings of research into the value of fieldwork from universities across three continents. Common themes to emerge concern the effectiveness of fieldwork …
The effects of socio-scientific issue based inquiry learning on pupils’ representations of landscape
Research has demonstrated that socio-scientific issues based inquiry learning has significant advantages for learning outcomes and students’ motivation. Further, a successful understanding of landscapes in environmental and geographical education can be achieved by combining informal learning environments with school education. Therefore this case study focuses on how socio-scientific issues based inquiry learning carried out in school and in a N…
Students’ Knowledge of Climate Change, Mitigation and Adaptation in the Context of Constructive Hope
Humanity is living in a climate emergency where climate change should be significantly mitigated; additionally, greater efforts should be made to adapt to it. To date, relatively little research has been carried out on young people’s skills in terms of them mitigating and, in particular, adapting to the changes caused by climate change. The complex climate change issues of mitigation and adaptation are conceptually difficult for children because …
Students’ narratives and conceptual changes in a cross-curricular inquiry-based study unit in a Finnish upper secondary school
Cross-curricularity is being implemented in the upper secondary school curriculum reform in Finland. This study investigates changes in conceptual constructs when studying humans and humanity from the points of view of six school subjects (biology, physics, physical education, philosophy, psychology and arts) in a pilot study unit. We found evidence of changes in conceptual constructs with vast individual differences. Learners with a mastery goal…
The Connection of Finns’ Environmental Awareness to Their Anticipatory Competence
Knowledge of people’s abilities must be adapted to a new, sustainable society. Through sustainability competences, the necessary changes in people’s behavior in the pursuit of a sustainable society can be intensified. In this study, Finns ( n = 2006) express their knowledge of climate change and biodiversity loss and evaluate their own anticipatory competence. The connection between their environmental awareness and the future’s orientation towar…
Cross‐boundary collaboration and knowledge creation in an online higher education course
This study investigated an international, inter‐university and multidisciplinary online course with the aim of helping higher education students develop competencies for solving complex problems in collaboration with their peers and stakeholders. The course design was informed by the knowledge creation framework and ideas about cross‐boundary collaboration. We attempted to enrich perspectives on knowledge creation by investigating how higher educ…
Toward sustainable development: Connecting systems thinking competency and carbon footprint knowledge
Previous research on field of sustainable development has shown that individuals' systems thinking competency promotes and predicts their sustainability competency and pro‐environmental behavior well. Systems thinking competency also enables us to focus more on large‐scale climate change mitigation actions. Previous surveys indicated that Finns have changed their behavior for mitigating climate change, but this has been not reflected in decreased…
Understanding student success in higher education in Azerbaijan: The role of student engagement
Research on student engagement in higher education (HE) has addressed the conceptualisation, measurement and criticism of the phenomenon over the last two decades, predominantly in Western countries. The conceptualisation of student engagement has received little attention in countries of a lengthy association with the Soviet realm. This study investigated student engagement in Azerbaijani universities using the National Survey of Student Engagem…
Sustainability competences in primary school education – a systematic literature review
Education for sustainable development is needed at all school levels. The aim of this systematic literature review is to increase knowledge on sustainability competences in the context of primary school education for sustainable development. The sustainability competences considered in this study are systems thinking competence, futures thinking competence, values thinking competence, collaboration competence and action-oriented competence. The s…
Boundaries and boundary crossing in a multidisciplinary online higher education course on forest bioeconomy
The field of higher education (HE) is characterized by diversity stemming from multiple sources. Diversity results in boundaries that carry the potential to promote personal and professional development for HE students. Boundaries also offer the possibility of learning generic skills and planning and carrying out challenging tasks that require collaborative problem solving in multidisciplinary teams. Drawing upon the theory of boundary crossing, …
Challenges in modelling and measuring sustainability competencies crucial to successful sustainability transitions
Current environmental risks, such as climate change and nature loss, force us to look for solutions in every sector of society. A successful sustainability transition requires the manipulation of deep systemic leverage points. Hence, a deep leverage point framework based on sustainability competencies is needed to conceptualise sustainability transitions. In this study, we present an approach to measuring citizens’ sustainability competencies. Th…
Integrative teaching and learning: Reflections of a complex world in the curricula of primary teacher education programs
Background Acting in a changing world demands a holistic understanding of complex phenomena. Teacher education must therefore equip candidates with both knowledge and skills in integrative teaching and learning.Purpose This study investigates how integrative teaching and learning are reflected in the curricula of Finnish primary teacher education programs during the academic year 2024–2025.Methods The curricula of ten Finnish primary teacher educ…
Sustainability competencies in the workplaces: A systematic review
In past decades, a growing body of research has identified sustainability competencies as a pivotal element in the process of sustainability transition. However, the topic is mainly discussed in the educational field, and few studies have investigated it in the workplaces. The aim of this study is to identify sustainability competencies required in the workplaces. Based on PRISMA guidelines, this study synthesises findings from 23 articles betwee…
Pedagogy (9 works) · Psychology (8 works) · Political science (7 works) · Sociology (7 works) · Computer Science (6 works) · Environmental Education and Sustainability (6 works) · Mathematics education (5 works) · Sustainability (5 works) · Sustainability in Higher Education (5 works) · Environmental education (4 works)