Final Plenary Session - University of Malta, October 2024

 

The SUMED partners had the final plenary sessions hosted by the University of  Malta. The sessions marked significant advancements in the development and implementation of pilot programmatic content focusing on sustainability in communication.

 

Through SUMED, teachers and researchers were able to critically assess and improve learning environments, transforming them to be more sustainable and forward-thinking.

 

Each participating university presented a paper detailing their findings and contributions to the project. The pilot initiatives spanned diverse domains, including journalism, corporate communication, social responsibility, and audiovisual production. These projects demonstrated how re/designed educational content could be integrated into higher institutions to address sustainability challenges. The initiatives emphasised innovative  activities, equipping universities with tools to advance the Sustainable Development Goals (SDGs). These efforts focus on preparing future generations of media professionals to face sustainability challenges head-on. Representatives from the participating institutions shared insights from their pilot courses and the results achieved through the MED project. However, the impact isn’t limited to the teachers who presented at the online or in-person sessions. It also includes those who embraced sustainability principles in their teaching but couldn’t attend the plenary sessions for various reasons. Educators like Taru Lehtinen, Henni Syrjänen who are part of this broader effort.

 

Pilot courses - examples of progress:

Milla Järvipetäjä,  from Turku University of Applied Sciences,  talked about Responsible Media, a course offered at Turku UAS  over two academic years, focuses on responsible communication, journalism, marketing, film, and television. The course encourages students to explore various aspects of sustainability and responsibility. Students create a responsible media product or action, evaluate existing curricula, and design their ideal course. They can choose between completing the full 5 ECTS course or opting for smaller modules of 2 or 3 ECTS. The course is delivered online, allowing for independent, flexible learning with teacher support available for tutoring. Assignments completed by students have contributed valuable insights and feedback for curriculum reform and course development.

 

Key learning objectives include:

• Defining sustainable development goals in media studies and the professional field.
• Recognizing responsibility—or its absence—in media studies and industry practices.
• Identifying methods in the media industry that promote responsibility.
• Selecting appropriate media forms for responsible communication.
• Analyzing and producing responsible media projects.

 

Taru Lehtinen and Henni Syrjänen, from Turku University of Applied Sciences, Contributed to the SUMED project by creating two pilot courses Well-Being at Work and Organisational Development and Team Management.

 

Well-Being at Work and Organisational Development (5 ECTS), designed for media and art students and beyond. This course emphasises workplace sustainability through social equity, employee well-being, and environmental consciousness, integrating secondary themes like resource efficiency and waste reduction. Students complete two tasks and a group assignment. Task 1A involves using the Well-Being Steps workbook to reflect on personal well-being and workplace applications. In Task 1B, students design an ideal organisational culture focusing on equity, inclusivity, and well-being. The group assignment requires teams to research a workplace well-being topic, present their findings, and share them on the self-learning platform. Combining reflection, collaboration, and practical application, the course equips students to promote sustainable and inclusive practices in their future careers.

 

Team Management, (5 ECTS), focuses on fostering social equity, cultural diversity, empowerment, and participation, alongside promoting team well-being and professional development. A key aspect of the team’s approach involves guiding students to identify and build upon their strengths, which provides a foundation for understanding and respecting diversity—particularly in contexts such as team management and conflict resolution. The course blends theory with practice, engaging students in activities that enhance teamwork skills, leadership abilities, and the application of team models. Central to the course are "Loupe Conversion" sessions, which focus on workplace well-being, as well as sessions exploring stakeholder communication and interaction. The course culminates in group presentations and a final summary, allowing students to reflect on their learning and synthesise insights on collaboration, diversity, and effective communication in professional settings.

 

Pentti Halonen, from Turku University of Applied Sciences, presented the first MOOC course titled

Film History: Three Films about Love - Gender Equality Tool Analysis.

This pilot explores three classic films through the lens of a modern gender equality tool. Developed by Finland’s Women in Film and Television (WIFT), this pioneering tool for the film industry was officially launched at the WIFTI Summit in Helsinki.  (Link to the tool https://www.wift.fi/english). As part of the course, students will receive assignments that incorporate the principles of the tool. These tasks will focus on various aspects of filmmaking, with a particular emphasis on screenwriting and story development—key areas highlighted within the tool.

 

Antti Alanko, from Turku University of Applied Sciences, introduced a learning environment pilot focused on sustainable and learner-safe guidance for a learning-by-doing approach, tailored for both students and working life partners. During the presentation, Alanko outlined the various phases of the research conducted in collaboration with students and working life partners, including advertising agency Guru and Meedio Communication. Together with students, they analyzed and refined the existing processes and systems. The workflow included: pre-briefing, briefing, creativity meetings, counter-briefing, client pitches, content creation, and an iterative process of decision-making, delivery, and feedback.

 

The research identified three key areas for improvement:

1. Clarifying processes and roles
2. Ensuring psychological safety
3. Providing better guidance for client-facing activities

 

Additionally, the study highlighted challenges such as intellectual friction and social friction.

 

Initial Insights from the Pilot Project:

• Students require more support for co-working and co-creation, especially in adapting to new hybrid and remote working habits.
• Early-career professionals also face difficulties navigating these evolving work practices.
• Worklife partners, internal projects, and external commissions need clearer guidance on good practices.

 

While sustainability proves to be most effective when meticulously planned, implementing sustainable practices can be challenging, particularly when higher costs are involved.

 

Dr Beata Czechowska-Derkacz, from the University of Gdansk, introduced two pilot courses: Project Seminar, Media Relations, and  one learning environment Student Media-Journalism in a Friendly Environment.

 

Project Seminar, (4 ECTS or 3 ECTS) designed as a diploma seminar at undergraduate level, that explored five key areas of sustainability in media work: green transition in media work, carbon consciousness, environmental protection, sustainable work practices in the media, social responsibility and professional ethics. Students used the university’s professional media studios for radio, television, and photography to create practical projects, including reports, podcasts, PR strategies, and information campaigns. These works adhered to the principles of sustainable development, focusing on socially important topics, journalistic responsibility, ethics, and ecological concerns.

 

Media Relations (3ECTS), aimed at Master's level students in journalism and social communications, is designed to provide essential media relations techniques and the skills needed to be effective press spokespeople for organisations. The course has a strong focus on sustainability, covering areas such as the green transition in media work, carbon consciousness, and social responsibility.  Students engage in both individual and group work within a supportive and professional learning environment that prioritises well-being. Classes are conducted in the state-of-the-art teaching rooms and professional media studios at the university’s, including radio, television, photography, and multimedia facilities. This immersive, hands-on approach enables students to solve real-world problems, develop creative projects, engage in critical discussions, and simulate professional scenarios, such as press conferences and crisis communication.

 

Student Media-Journalism in a Friendly Environment learning environment aimed at undergraduate and post graduate journalism and social communication student. The primary aim of this course is to introduce students to journalism in an environmentally sustainable context, equipping them with the tools and knowledge to perform effectively in professional media settings. Students are encouraged to engage with socially relevant topics, particularly those related to sustainability, ecology, and well-being. The course focuses on sustainable media practices, occupational health and safety, as well as the importance of professional ethics in the media industry. As part of the activities for the SUMED project, students were tasked with providing media and promotional coverage for the MEDIA_BIZNES_KULTURA Pomorze 2023 International Conference. This included conducting an interview with Vasilisa Stepanenko, journalist and producer of the film 20 Days in Mariupol, which won both the 2023 Pulitzer Prize and the Academy Award for Best Feature Documentary. Additionally, students organised the Student Conference Mediaucze(l)ni. Ekologia informacji. Zrównoważony rozwój mediów, (Mediaucze(l)ni. Ecology of Information. Sustainable Development of Media) offering media and promotional support for the event.

 

Dr Dominik Chomik, from the University of Gdansk, introduced one pilot course Tabloids and Tabloidisation and  one learning environment; Sustainability and Market-Driven Journalism.

 

Tabloids and Tabloidisation (2 ECTS) pilot course, aimed at first-year bachelor’s students. This course introduced students to the tabloid medium, delving into labour relations in tabloids (using insights from former employees), audience engagement strategies, and the perpetuation of stereotypes. The course highlighted how tabloids often contradict sustainability principles, serving as a case study for identifying cultural and economic barriers to sustainable development in labour market relations.

 

Sustainability and Market-Driven Journalism, a follow-up providing a platform for students to share their experiences from internships in student-run and professional media outlets. It aims to enhance practical journalistic skills across various mediums (radio, press) while promoting wellbeing and journalistic ethics in line with sustainability goals.

 

Dr Grzegorz Kapuściński, from the University of Gdansk, presented Public Relations, (3 ECTS) is designed to provide students with practical skills essential for a career in PR, including public speaking, self-presentation, organising and conducting press conferences, and preparing various PR materials. The project component involves diagnosing the market position, situation, and needs of a real-world organisation operating in the public or private sector. Based on this analysis, students will create a tailored PR programme to address the identified needs. The course also incorporates a focus on sustainable development, exploring its dimensions and the role it plays in organisational function and communication.

 

Aleksander Anikowski, representing INNOCAMP.pl, presented on how media, public relations departments, and press offices can influence social sustainability and improve workplace wellbeing. His talk underscored the critical role of communication professionals in fostering environments that prioritise ethical practices and the long-term wellbeing of media practitioners.

 

Julio Liendo Gonzalez , from Universitat Politècnica de València, presented a pilot course Communication as a Cornerstone of Museum Sustainability, designed for Master's students.  The course is  built around the Huella M framework, a Model for Sustainable Action by Museums. This framework provides a set of indicators and guidelines that enable museums to conduct a sustainability audit, forming the basis for developing a strategic sustainability plan. The goal is to address the Sustainable Development Goals (SDGs) while adapting to the evolving definition of museums in the 21st century. The key objectives of the course included instilling the importance of sustainability in cultural management, deepening students’ understanding of the SDGs and their application to the cultural sector, and raising awareness of the M Footprint—a model for managing and reporting sustainability in museums, which can be extended to other sectors within the creative and cultural industries. Furthermore, the course aimed to foster a greater sense of ownership and connection to artistic heritage, while encouraging critical thinking about the role of sustainability in shaping the future of the cultural landscape.

 

Malcolm Bonello, from University of Malta, introduced re/designed course: Magazine and Digital Publishing (8 ECTS). The study covers a variety of key areas aimed at nurturing collaboration and ensuring a balanced and effective learning experience. It includes teams focused on Editorial, Design, Communications, and Marketing, with each team contributing to the overall success of the project. Editorial content plays a central role, guiding students in creating meaningful and relevant material. The course also involves managing events, working closely with sponsors and collaborators to expand the project’s impact. The overall process is carefully structured to maintain smooth transitions between project stages, and this includes organising clean-up events to encourage environmental responsibility. There are also designated project breaks, such as the dissertation period, allowing students to manage their time effectively. To ensure their wellbeing, regular wellbeing check-ins are integrated into the course, providing essential support along the way. A key focus of the course is the application of the “Planet Placement” concept, which integrates sustainability into every part of the project. This approach encourages students to adopt eco-friendly practices, ensuring that sustainability isn’t just an add-on, but a core value in both planning and execution. By emphasising environmental awareness throughout, the course aims to minimise ecological impact and promote responsible practices, preparing students to approach their work with a conscientious, sustainable mindset.

 

Louiselle Vassallo, from University of Malta, introduced redesigned  three re/designed courses: Video Production 1, Video Production 2, and Documentary Film Production.

 

Video Production 1 (4 ECTS) focuses on storytelling, visual communication, teamwork, and sustainability. Students analyse videos, write screenplays, and deliver presentations while adopting practices such as reducing carbon footprints, recycling materials, and incorporating sustainability themes. Discussions, workshops, and projects address ethical and environmental impacts, with ethical filmmaking integrated into every stage of production. Although not a journalism course, the principles of ethical storytelling are highlighted, particularly in response to challenges in the news media. The course helps students to create meaningful, responsible content that upholds ethical values and promotes sustainability.

 

Video Production 2 (4ECTS) introduces uses on factual storytelling, visual communication, and collaboration. Students analyse factual videos and explore creative approaches to presenting filmed interviews, emphasising the use of minimal resources. The programme includes discussions, workshops, and projects that encourage students to consider public opinion and their immediate surroundings from a universal perspective. Activities are designed to minimise carbon footprints, make use of available resources, and address issues that are important to the wider community.

 

Documentary Film Production (4 ECTS) analyses factual storytelling, visual communication, and teamwork, with the primary goal of producing a short documentary film designed to “make a difference in the lives of others.” Students watch and analyse selected documentary films that highlight themes of sustainability, ethical dilemmas, environmental challenges, and social justice. The course encourages students to inform, educate, and inspire change in attitudes and behaviours, aiming to impact the hearts and minds of their audience. Activities emphasise creating work with a minimal carbon footprint and limited resources, incorporating ethical considerations, and critically observing their environment to explore significant themes. Sustainability is a key focus, with students encouraged to include sustainability-related topics in their documentaries and engage with similar themes in class content.

 

As part of the Video Production 1 course, Dr Monika Maslowska leads scriptwriting sessions focused on integrating climate change into media productions. This approach mirrors the way products and services are seamlessly embedded into sets, scenes, or dialogue, encouraging the normalisation of sustainability within storytelling. The aim is to weave climate awareness naturally into narratives, making it an inherent part of the media content.

 

Prof. Prof María Nuria Lloret Romero,  Prof Jorge Serrano Cobo,  and Julio González Liendo have undertaken a study at Universitat Politècnica de València as part of the Communication with Design Students project. This initiative is targeted at students enrolled in the Degree in Design and Creative Technologies, including disciplines like graphic design and interaction design. Unlike a formal course, the project centres on conducting a communication audit of the university’s sustainability efforts. While UPV already implements several sustainability initiatives, the students were tasked with assessing how these initiatives are communicated, with a particular focus on the graphic design elements they are most familiar with.

 

The project aimed to address several key questions:

• How does UPV communicate its sustainability initiatives to the student body?
• Is this communication effective for the student audience?
• Are students aware of these initiatives, and do they feel that the information reaches them?
• What ideas can students propose to enhance the communication of sustainability efforts?

 

By not prescribing a specific methodology, the project allowed students to apply their creativity and problem-solving skills in an open-ended manner.

 

Conclusion
The students displayed an increased awareness of how sustainability can be integrated into an institution's framework. They utilised their design expertise to offer valuable recommendations for improving communication strategies, making sustainability initiatives more engaging and accessible to their peers. This highlighted the important role design students can play in shaping and advancing sustainability communication within academic institutions, emphasising the potential of creative disciplines to drive meaningful change in institutional practices.

 

Next Steps

• Build Methodology for Future Challenges: Moving forward, a structured methodology will be developed in collaboration with the students to address future sustainability challenges effectively.
• Evaluation Indicators: A set of evaluation indicators will be created to assess the impact and effectiveness of communication strategies related to sustainability initiatives.
• Integrate Theory in a More Interactive Way: Future iterations of the project will focus on integrating theoretical frameworks with practical applications in a more interactive and engaging manner to enhance student learning and real-world application.

 

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"The Malta meeting sessions marked significant advancements in the development and implementation of pilot programmatic content focusing on sustainability in communication."