Supply and Students' views on online international studies in the EU in english at a higher education level related to bioeconomy, renewable energy and circular economy

Abstract

This Bachelor’s thesis explores the supply of online international studies in the European Union, including the United Kingdom and Norway, with a focus on bioeconomy, renewable energy, and circular economy areas. Motivated by the increasing relevance of online education and the demand for sustainability-related knowledge and skills, Lapland UAS introduced this study to gather information on the availability and accessibility of online studies in these fields. The research delves into current educational needs, emphasizing the growing importance of bioeconomy, renewable energy, and circular economy topics in higher education, while also examining Finland and the EU's commitment to improving knowledge in these areas. Methodologically, a multi-faceted approach is used, involving online research and survey tools, to collect and analyze data. Online searches were done using various search engines and specialized websites, targeting relevant studies within the specified fields. Microsoft Excel is utilized for data compilation and analysis, facilitating systematic organization and visualization of information. Additionally, a survey among forestry and construction students gathers insights into their preferences and perceptions regarding online studies in sustainability-related fields. This combined methodology aims to provide a comprehensive overview of online studies in bioeconomy, renewable energy, and circular economy within the EU area, offering valuable insights for educational institutions and policymakers to enhance sustainability education and promote global engagement in critical areas of sustainable development. The research for online international studies in English in the EU area (including the UK and Norway) related to the topics of bioeconomy, renewable energy, and circular economy provided 36 studies, all focusing on/or related to these areas to a certain extent. These studies included various aspects, with renewable energy being the most common subject, featuring different focuses such as technical engineering, urban planning, law, and finance. Circular economy followed closely, with bioeconomy often also being included in this topic, while sustainability was integrated into some studies. The distribution of studies across seven European countries revealed a noticable concentration in the UK, probably due to the native English language. However, other countries also demonstrated commitment to environmental education, however many courses fell out of the research perimeters due to them being in their native language. Analysis of study duration and tuition fees showed a diverse landscape, reflecting varied program structures and financial requirements. While the findings provided comprehensive insights into the academic landscape, it is essential to acknowledge potential limitations in capturing all relevant courses due to online availability or search methodology constraints. The survey among Lapland UAS students further helped the understanding by shedding light on their knowledge, perceptions, and preferences regarding these topics. The survey highlighted a strong interest in bioeconomy, renewable energy, and circular economy education, with students recognizing the relevance of these subjects for their future careers. The findings underscored the importance of integrating sustainability principles into educational curricula and providing engaging and accessible learning opportunities. Overall, the combined insights from the research and survey contribute to the current issue surrounding sustainable development education, with implications for both academia and industry