University of Eastern Finland Pedagogy and Teaching for Sustainability Master's Thesis Guide: FS00EM11, 30 ECTS and FS00EL37 Seminar

1. Start from the exact 2026-2027 PTS structure

The controlling curriculum is Peppi programme 143178, code PTS26, titled Master’s Degree Programme in Pedagogy and Teaching for Sustainability 2026-2027. It is exactly 120 ECTS: Orientation Studies 7 ECTS, Major Studies 91 ECTS, Finnish Studies 6 ECTS and Other Studies 16 ECTS. Within the Major Studies, 68 ECTS are compulsory and at least 23 ECTS are selected from the listed optional studies. The research and thesis core includes FS00EM11 Master’s Thesis (ELEIC, PTS), 30 ECTS; FS00EL37 Master’s Thesis Seminar, Education (ELEIC, PTS), 5 ECTS; FS00EL01 Qualitative Research Methods, 5 ECTS; FS00EL04 Quantitative Research Methods, 5 ECTS; FS00EK93 Mixed Methods, 4 ECTS; FS00EL33 Introduction to Research in Educational Sciences, 3 ECTS; and the applicable maturity-test route.

2. PTS and ELEIC share exact thesis course IDs, but they are not the same programme

The current PTS26 plan points to the same FS00EM11 thesis, FS00EL37 seminar, FS00EL01 qualitative methods, FS00EL04 quantitative methods, FS00EK93 mixed methods and maturity-test objects used by ELEIC. Those rules can be used in PTS because the current course IDs are identical, not because one programme’s rules are being inherited by analogy. The wider curricula differ. PTS has 91 ECTS Major Studies and 16 ECTS Other Studies, while ELEIC has a different programme structure. PTS also builds compulsory and optional study around sustainability education, inquiry-based learning, digital pedagogy, curriculum, climate education, ethical teaching and inclusive/sustainable STEM. Keep shared course rules and programme-specific academic context separate.

3. FS00EM11 is the current 30 ECTS PTS Master’s thesis

FS00EM11 is an advanced-studies Education thesis worth 30 ECTS and graded 0-5. It requires independent, critical and creative academic thinking, solving an educational-sciences research problem with scientific methods, academic communication, good scientific practice and research ethics. A PTS thesis should therefore do more than describe a sustainability project or present teaching materials. It needs a delimited research problem, relevant theory and literature, a justified design, transparent evidence and analysis, and conclusions that match what the data can support. The same thesis object is used by both PTS and ELEIC, but the research problem should be grounded in the student’s own PTS pedagogical and sustainability context.

4. Monograph and article-based thesis forms are both permitted

FS00EM11 permits a monograph or an article-based thesis. Article form requires supervisor consent. The article-based thesis is a concise, appropriately delimited research report that follows scientific-article structure and reporting conventions, includes an abstract and keywords, and may use appendices to document data collection, samples or analysis. It can be written individually or in pairs, and the thesis student is the first author. Journal submission or publication is not required for thesis acceptance. If the thesis is connected to a research project, discuss authorship, data rights and later publication early, but keep the university thesis assessment separate from any journal process.

5. Pair and project work still need independently assessable contributions

The thesis may be completed independently, in pairs or as part of a larger research project. For joint work, each student’s independent contribution must be described clearly enough for separate assessment. This is especially important in sustainability-education projects where data collection, teaching interventions or learning-material development may be shared across a team. Record who designed the question, developed instruments, recruited participants, implemented activities, analysed which material and wrote which parts. A school, NGO, municipality or research project may provide access and collaboration, but the student’s assessed scientific reasoning and contribution must remain visible.

6. FS00EL37 is the 5 ECTS Pass/Fail thesis seminar

FS00EL37 requires participation in seminar work, preparation and presentation of a research plan, supervised thesis writing, presentation of the Master’s thesis, peer feedback and acting as an opponent. The published workload includes 32 hours of seminar work and 103 hours of independent study. Assessment is based on seminar work and the research-plan and thesis presentations. FS00EL01 and FS00EL04 should be completed before or attended simultaneously with the seminar. The seminar is a formal part of the research process, so build its presentation and peer-review stages into the thesis timeline rather than treating them as optional progress updates.

7. Do not move KK00CN86’s 80% attendance rule into the thesis seminar

KK00CN86 Master’s Academic Writing is a separate 4 ECTS Pass/Fail course supporting English-language theses. It covers thesis organisation, formal academic writing, abstract writing, quotation and referencing, hedging, metatext and academic conventions. This writing course requires 80% attendance and participation in the first meeting. FS00EL37 itself does not publish that 80% attendance rule. The distinction matters because programme planning should use each course’s own requirements. If a current seminar implementation sets additional attendance or presentation rules, follow that implementation, but do not convert the writing-course requirement into a thesis-seminar rule.

8. PTS gives unusually broad methodological preparation

The compulsory research preparation includes FS00EL01 Qualitative Research Methods, FS00EL04 Quantitative Research Methods, FS00EK93 Mixed Methods and FS00EL33 Introduction to Research in Educational Sciences. Qualitative methods cover design, data collection, analysis, trustworthiness and ethics. Quantitative methods cover assumptions, validity, factor analysis, t-tests, ANOVA, regression and relevant non-parametric alternatives. FS00EK93 asks students to understand when mixed methods are meaningful, compare designs and mixing typologies, evaluate validation and reliability, and consider the methodology for their own thesis. This breadth supports methodological choice; it does not prescribe one universal thesis design.

9. Compulsory mixed-methods study does not make every thesis mixed methods

FS00EK93 is compulsory in PTS, but the course teaches methodological judgement rather than imposing a design. A mixed-method thesis is appropriate when the research question genuinely needs both qualitative and quantitative evidence and when the two strands can be integrated. For example, a survey may identify patterns in sustainability-related attitudes and interviews may explain the reasoning behind them. Classroom observation may document implementation while learner measures explore outcomes. If one well-designed qualitative or quantitative approach can answer the question, forcing a second method can reduce depth. Explain why the chosen design is sufficient and what type of inference it supports.

10. FS00EO54 makes inquiry-based sustainable education a major programme context

FS00EO54 Inquiry-based learning for sustainable education is a compulsory 5 ECTS PTS course. It covers inquiry-based learning with young learners, problem-based mathematics, design-based technology and craft education, science education and practices in biology and geography. The course uses workshops and project work and requires participation in contact teaching and one project. These themes make inquiry-based sustainability education a strong PTS research environment, but they do not make inquiry-based learning mandatory as every thesis framework. A thesis should select the pedagogical mechanism that best fits the research problem and available evidence.

11. Define sustainability before trying to measure or teach it

Sustainability can refer to ecological, social, economic and cultural dimensions, and PTS coursework explicitly examines connections among dimensions. A thesis should state which dimension or relationship is being studied and at what level. “Sustainability education” is too broad by itself. A project may focus on climate action competence, biodiversity learning, sustainable consumption, food education, circular practices, inclusion, ecosocial education or another bounded phenomenon. If the study uses Agenda2030, lifecycle analysis or another framework, justify its relevance to the question. These frameworks appear in the curriculum but are not programme-wide thesis requirements.

12. Sustainability education should be studied as an educational process, not assumed to be effective

A lesson, project or learning material labelled sustainable does not automatically create knowledge, values, behaviour or environmental impact. Decide what educational process and outcome are being examined. A thesis may study learner understanding, teacher decision-making, participation, critical thinking, action competence, curriculum implementation or perceived relevance. Environmental outcomes such as carbon reduction require different evidence from educational outcomes. Keep claims at the level supported by the data. A successful teaching activity can be pedagogically valuable even when the thesis is not designed to prove real-world environmental change.

13. Climate-education topics need separate knowledge, attitude, value and action constructs

FS00EO57 connects climate-science basics, mitigation, adaptation, carbon footprint, attitudes, values, emotions and action competence. These are related but distinct constructs. A student may know climate science without changing behaviour, or feel strong concern without having practical opportunities for action. If a thesis studies climate education, define what outcome is being measured and avoid treating a single questionnaire score as proof of climate action. Emotional responses such as worry or climate anxiety also need ethical sensitivity, especially with younger participants. A rigorous study distinguishes educational mechanisms, psychological constructs and actual behavioural evidence.

14. Curriculum research should separate intended curriculum from enacted teaching

FS00EO55 Pedagogy in Basic Education covers curriculum theory, curriculum design, contemporary pedagogy and school curriculum evaluation. A PTS thesis may analyse national or local curriculum documents, teachers’ interpretation of sustainability goals, or classroom implementation. These are different evidence layers. A curriculum document shows intended expectations; interviews show teachers’ accounts; observations show enacted practice; learner data show experiences or outcomes. Do not infer classroom implementation directly from policy text. If comparing intended and enacted curriculum, explain how the datasets connect and how contextual factors such as time, resources and teacher expertise may shape implementation.

15. Digital pedagogy needs an educational mechanism, not only technology adoption

FS00EL17 examines ICT within inquiry-based learning and asks students to consider pedagogical opportunities and challenges of digital learning environments. A thesis may investigate digital simulations, platforms, games, learning analytics, remote learning or AI-supported pedagogy, but it should distinguish usability, engagement, teaching practice and learning outcomes. Technology use is not itself evidence of better or more sustainable education. Digital systems can also create privacy, accessibility, energy-use or equity concerns. If platform data are used, document what the data represent, who has access and whether identifiable learner information is involved.

16. Inclusive and sustainable STEM research should define both inclusion and sustainability

FS00EO10 links STEM education with inclusivity, diversity, sustainable development, Green Deal themes, health and transversal competencies. A thesis in this area should define what inclusion means in the selected context, for example participation, accessibility, differentiated support, representation or equitable outcomes. Sustainability may refer to content, competencies or educational purpose. Avoid assuming a STEM activity is inclusive because all learners were invited or sustainable because it uses a green topic. Identify the pedagogical design and the evidence needed to evaluate participation, learning, accessibility or sustainability-related understanding.

17. Ethical teaching can be both a thesis phenomenon and a research-process obligation

FS00EL74 addresses ethical challenges in educational policy, school life, pupil identity/background, environment, smart technology and economy. A thesis may examine teachers’ ethical reasoning, dilemmas in sustainability education, fairness in assessment or tensions between educational aims and institutional constraints. At the same time, the research itself must meet ethical standards. Do not confuse studying ethics with automatically conducting ethical research. Participant information, consent, confidentiality, power relationships, researcher role and data protection still need explicit planning regardless of the thesis topic.

18. Intercultural competence should not be reduced to national stereotypes

PTS optional studies include intercultural communication competence, which covers culture, diversity, cultural awareness and communication. Sustainability education often takes place in culturally and linguistically diverse settings, but “culture” should not be used as a catch-all explanation. Define the competence or interactional phenomenon being studied. Teacher interviews can show perceptions and professional reasoning; classroom interaction can show communicative practice; learner surveys can show self-reported experience. Nationality alone does not explain individual behaviour. Comparative work should consider language, educational background, institutional context and power as alternative explanations.

19. Inquiry-based and project learning need implementation evidence

If a thesis studies inquiry-based learning, problem-based learning, design-based learning or a sustainability project, describe the intervention or pedagogical sequence in enough detail to understand what actually happened. Record duration, teacher role, learner tasks, resources and any deviations from the plan. If the project involves group work, consider how participation differs among learners. A positive final product does not prove the intended learning process occurred. Implementation evidence, observation, learner work, interviews or process logs can help connect pedagogical design to findings.

20. Action research can fit PTS, but it does not automatically establish causal effects

Teachers and educational practitioners may use action research to improve practice while studying it. This can be appropriate for PTS when the goal is systematic reflection and local development. State the action cycle, researcher role, evidence and criteria for evaluating change. Small classes, lack of comparison groups and researcher involvement can limit causal claims. Improvement after an intervention may reflect maturation, repeated testing or other changes. Action research can still produce valuable practical and analytical insight without claiming that one intervention universally causes better sustainability learning.

21. Qualitative PTS research needs a transparent case and sampling logic

Interviews, focus groups, observations, documents and reflective materials can support questions about teacher reasoning, learner experience, sustainability projects or institutional change. Explain why selected participants or cases are informative, how they were recruited and how much data were collected. For thematic analysis, document coding and theme development. For discourse or interaction analysis, define the analytical unit and theoretical lens. If the researcher is also a teacher or project participant, discuss reflexivity and power. Quotations support interpretation but do not substitute for systematic analysis.

22. Quantitative PTS research should begin with constructs and design

Before choosing statistical software, define the population, sampling frame, variables, constructs and timing. Sustainability-related constructs such as environmental attitudes, action competence, climate knowledge, self-efficacy, inclusion or engagement require measures that fit the age group and context. Check reliability and consider construct validity. Classroom and school data may be clustered, so independence assumptions can fail. Report effect sizes and uncertainty, not only p-values. Cross-sectional associations between attitudes and teaching experiences do not prove that one caused the other.

23. Mixed-method integration must be visible in the thesis logic

When qualitative and quantitative strands are combined, explain how they connect. One strand may build the next phase, test a pattern, explain unexpected findings or provide a different level of evidence. For example, questionnaire patterns might guide interview sampling, or observation may explain why an intervention produced different learner responses. Integration should be visible in the research questions, sampling, analysis or interpretation. Two datasets collected because the programme teaches mixed methods do not automatically form a strong mixed-method design.

24. Human-participant educational research needs careful consent and power planning

PTS studies may involve pupils, university students, teachers, parents or professionals. Participation must be genuinely voluntary. If children participate, plan guardian consent where required, age-appropriate information and the child’s own willingness or assent. Teacher-researchers should consider whether learners feel pressure to participate because of assessment or authority relationships. School or organisational permission does not replace participant-level ethical planning. Video, audio, photographs, learning records and climate-attitude data can be identifiable or sensitive, so collect only what is necessary.

25. Sustainability topics can create sensitive or value-laden research situations

Climate change, lifestyle, consumption, food, environmental responsibility and social justice can involve strong values, guilt, anxiety or political disagreement. Research instruments should not assume one morally correct participant response. Questions for children or students should be age-appropriate and avoid unnecessary distress. If the study asks about behaviour, distinguish self-report from observed behaviour. In interviews, be prepared for disagreement or uncertainty rather than treating it as lack of knowledge. Ethical sustainability in the Philosophical Faculty assessment matrix includes how responsibly the research problem and process are handled.

26. KI00EI50 shows that data management is part of Master’s-thesis preparation

The PTS26 plan lists KI00EI50 Data management for undergraduate students in Other Studies. The course is intended especially for students planning or starting a Master’s thesis and covers permissions, personal information, documentation, storage, backup, preservation, disposal and a concise Data Management Plan. Whether or not the student takes this optional course, the thesis still needs a workable RDM plan before data collection. Educational projects can contain names, voices, images, assessment data, learning records or institutional information that require careful storage and access control.

27. Ethics review is not automatic, but ethical responsibilities remain

UEF’s Research Ethics Committee does not review individual Master’s theses as a general rule. A thesis that is part of a broader research project may fall under that project’s ethical-review process. This boundary does not make human-participant research automatically low risk. If a design involves children, vulnerable groups, sensitive climate-related experiences, unusual interventions, identifiable recordings or other significant risks, discuss the design with the supervisor and relevant UEF support before recruitment or data collection. Ethical review and everyday research ethics are related but not identical responsibilities.

28. The Philosophical Faculty assessment matrix should guide the whole design

FS00EM11 refers to the Philosophical Faculty Master’s-thesis assessment guidance. The common matrix evaluates the research topic and purpose, theoretical background, research method and data, analysis and results, discussion and conclusions, academic presentation and ethical sustainability. Use these dimensions before submission and also during planning. A sophisticated sustainability topic cannot compensate for weak data, and a technically correct analysis cannot compensate for an unclear research problem. Strong work shows alignment between question, theory, method, evidence and conclusions.

29. Maturity-test route depends on school-education language

PTS26 includes FS00EQ54 English, FS00EP99 Finnish and FS00EQ00 Swedish maturity objects. FS00EQ54 allows an English Master’s thesis or its abstract to serve as the English maturity test and requires completion before thesis evaluation. However, Finnish and Swedish school-education-language rules can require another route, particularly when the relevant language proficiency was not demonstrated in an earlier degree. Do not assume the English route applies to every international-looking programme student. Confirm the correct maturity language early from the student’s own educational history and current UEF guidance.

30. AI, accessibility and public-thesis rules need to be designed into the manuscript

UEF permits AI-supported thesis work within current rules, with transparency and student responsibility, but generative AI must not produce the maturity test. The maturity-test abstract should be written independently without AI generation, rewriting, checking or translation. The completed thesis must meet accessibility requirements. Advanced-studies theses are public as a rule and Open Access is recommended, so confidential school, participant or partner information should be excluded or appropriately anonymised rather than assuming the assessed thesis will remain secret. The student remains responsible for sources, accuracy and final interpretation.

31. Turnitin, PDF/A, examiners and response rights are formal completion gates

Before official submission, the thesis is checked in Turnitin through eLearn Moodle and the supervisor reviews the originality report. After permission, the thesis and required appendices are converted into one PDF/A file and submitted through UEFe-Services. Two examiners are appointed, and as a rule one is the supervisor. Reviewers provide a written statement and grade proposal, and the student has an opportunity to respond before the decision. Current guidance also provides a route for one suspension of review for revision and possible third-reviewer appointment in defined disagreement cases.

32. Build the PTS timeline backwards from seminar, maturity and graduation gates

UEF advises thesis submission for review by 30 April for spring completion and 31 October for autumn completion, with degree applications by 31 May and 30 November. These dates do not replace FS00EL37 or supervisor deadlines. Work backwards through topic delimitation, supervisor agreement, research-plan writing and seminar presentation, qualitative/quantitative/mixed-method preparation, ethics and RDM, school or participant access, data collection, analysis, drafting, peer feedback and opponent work, thesis presentation, faculty-matrix self-review, the correct maturity-language route, independently written maturity text or abstract, Turnitin, accessibility checks, PDF/A, UEFe-Services, examination and possible revision.