As the Arctic undergoes unprecedented environmental and climate transformations, an urgent call for inclusive governance and intergenerational leadership echoes across the circumpolar region. In January 2024, 29 Emerging Leaders from the Circumpolar Arctic and Subarctic gathered in Northern Norway ahead of the 2024 Arctic Frontiers Conference. This diverse group, with global identities and multi-disciplinary backgrounds spanning science, policy, business, geopolitics, and law, brought together experiences that inspired this paper. We highlight the unique perspectives offered by younger generations and leaders to advocate for changes across a spectrum of critical Arctic issues. Our voices must be present in the decision-making which shapes our future, yet we observe some politicians, diplomats, legal, and business officials engaging in protracted discourse overlooking the urgent realities faced by those most directly impacted.We address the concept of “youthwashing” and offer a critique, as well as actionable recommendations, for fostering inclusive decision-making. We explore the role of youth leadership in Arctic governance across various disciplines and how diverse perspectives are required to better shape Arctic futures. Our concerns encompass the sustainable management of the Arctic’s natural resources, respect and protection of Indigenous rights and Traditional Knowledge, and developing solutions rooted in sustainability, survivance, and justice. As Emerging Leaders, we aspire to create liveable futures for generations to come, challenging the present trajectory set by current senior leadership. In turn, we ensure that while the Arctic is undergoing significant change, it develops in a framework respectful of all generations, ultimately rooted in justice for all Arctic peoples.
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The main question that leads the focus in this study is: What is the contribution of the school environment to the resilience of middle-adolescent students? Before going into the background and rationale of this study I will specify the terms used in this research question: - Contribution: In this study I will use the dynamic term contribution instead of the term effect because I will not measure the causal influence in a statistical way but I will explore the relationship between school environment and middle-adolescents resilience in terms of dynamic, reciprocal interactions. - School environment: With the term school environment I refer to all possible aspects of the immediate environment constituted by the school as a system in which the middle-adolescent is interactively participating. These aspects can include teachers as well as the school building as well as the lunch breaks and extramural activities. No framed description of this term will be postulated beforehand because the school environment will be studied from the viewpoint of the middle-adolescents. It is the middle-adolescents description of the term school environment that is the focus of this study. - Resilience: Before constructing the term resilience in a detailed manner in Chapter Two I will use the term to denote the ability to bounce back after stressful experiences. - Middle-adolescent: a 14-or 15-year old girl or boy. I will elaborate on the reason for the focus on this age group in paragraph 2.1.
The central aim of this thesis was to increase understanding of designing vocational learning environments at the school–work boundary. Four studies were conducted, focusing on learning environment designs at the school–work boundary and on design considerations of the actors involved in their construction, both from the world of school and the world of work.
