Anna Lehtonen
Biographic Data
| ID | 6674418 |
|---|---|
| NAME | Anna Lehtonen |
| GIVEN NAMES | Anna |
| FAMILY NAME | Lehtonen |
| SIGNATURE | LEHTONEN A |
| AFFILIATIONS | University of Helsinki |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 31 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Drama as a transformational capability of sustainability science
Education for sustainable development (ESD) is a foundational aspect of the transformatory capability of sustainability science at the individual and group levels. Despite international frameworks to promote and monitor the development of sustainability competences, evidence of the efficacy of ESD remains limited and even challenging. This article proposes drama-based educational approaches, as part of an increasing body of arts-based methods use…
Collective sustainability competences of universities as a nested institutional space
Sustainability action at universities is complex and requires engaging multiple competences that reside on different levels outside and inside the organisation. In addition to individual competences, social communities also possess collective resources and characteristics that do not translate into a sum of individual abilities. Based on a qualitative small‐n comparative study of four universities in Spain, Portugal, Finland and Romania, this pap…
Encounters with climate change and its psychosocial aspects through performance making among young people
In this article we argue that drama can provide complementary knowing for climate change education and shed light on the complexity of related psychosocial issues. We bring together an interdisciplinary understanding of eco-anxiety, psychosocial responses to climate change, and drama education. We draw on performance narratives created with young people in Finland and explore the psychosocial dynamics of climate change education. Three key themes…
Bicycle model on climate change education
This article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, partic…
Bicycle model on climate change education
This article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, partic…
Encounters with climate change and its psychosocial aspects through performance making among young people
In this article we argue that drama can provide complementary knowing for climate change education and shed light on the complexity of related psychosocial issues. We bring together an interdisciplinary understanding of eco-anxiety, psychosocial responses to climate change, and drama education. We draw on performance narratives created with young people in Finland and explore the psychosocial dynamics of climate change education. Three key themes…
Bicycle model on climate change education
This article presents and evaluates a model made for climate change education – the bicycle model. The model was created based on an extensive literature review, from which, essential aspects of climate change education were drawn out. The bicycle model is a representation of holistic climate change education and emphasizes the importance of the following aspects: knowledge, thinking skills, values, identity, worldview, action, motivation, partic…
Encounters with climate change and its psychosocial aspects through performance making among young people
In this article we argue that drama can provide complementary knowing for climate change education and shed light on the complexity of related psychosocial issues. We bring together an interdisciplinary understanding of eco-anxiety, psychosocial responses to climate change, and drama education. We draw on performance narratives created with young people in Finland and explore the psychosocial dynamics of climate change education. Three key themes…
Collective sustainability competences of universities as a nested institutional space
Sustainability action at universities is complex and requires engaging multiple competences that reside on different levels outside and inside the organisation. In addition to individual competences, social communities also possess collective resources and characteristics that do not translate into a sum of individual abilities. Based on a qualitative small‐n comparative study of four universities in Spain, Portugal, Finland and Romania, this pap…
Drama as a transformational capability of sustainability science
Education for sustainable development (ESD) is a foundational aspect of the transformatory capability of sustainability science at the individual and group levels. Despite international frameworks to promote and monitor the development of sustainability competences, evidence of the efficacy of ESD remains limited and even challenging. This article proposes drama-based educational approaches, as part of an increasing body of arts-based methods use…
Environmental Education and Sustainability (3 works) · Sociology (3 works) · Action (physics (2 works) · Climate change (2 works) · Climate Change Communication and Perception (2 works) · Drama (2 works) · Ecology (2 works) · Political science (2 works) · Psychology (2 works) · Sustainability (2 works)