International journal of qualitative studies on health and well-being · 2026
"They can smell the 'short-termness' on you". Student learning and sense of belonging in the Arctic.
СтатьяНазвание и аннотация: Перевод в очереди
Обработка статьи · этапы, ошибки и управление
Загрузка состояния…
Ошибки и ограничения
История · было → стало
Состояние обновляется каждые 5 секунд, пока блок открыт. Процент показывается только там, где известен объём работы. Пауза останавливает продолжение этапа; текущий запрос к источнику может завершиться.
Sæle Rannveig Grøm, Borch Kristin Benjaminsen, Borch Iris
Аннотация
BACKGROUND: Student well-being is recognized as central to academic success, yet little is known about how extreme, isolated learning environments may shape this relationship.
PURPOSE: To explore student's and staff's perception of student well-being and learning at the University Centre in Svalbard (UNIS), focusing on the Arctic context.
METHODS: We used a qualitative, exploratory design, conducting semi structured interviews and focus groups with students and staff at UNIS.
RESULTS: We identified four themes: Arctic isolation, nature as the learning environment, belonging and identity, and extended roles. Participants emphasized strong field‑based pedagogy, high motivation, and close student-staff bonds that foster learning and belonging. Simultaneously, geographic isolation, seasonal variability, logistical constraints , and limited local mental‑health services amplifies challenges. Staff frequently adopt extended caregiving roles without formal training, blurring boundaries and increasing workload. Participants expressed a need for on‑site psychological services, targeted staff training, clearer role definitions, and a focus on mental health promotion.
CONCLUSION: UNIS has engaged staff and motivated students, and the environment foster valuable learning opportunities. Simultaneously, there are some important psychosocial vulnerabilities. A whole‑university approach combining on-site support services, staff development, and embedded mental health promotion would better safeguard student well-being and sustain learning outcomes.
PURPOSE: To explore student's and staff's perception of student well-being and learning at the University Centre in Svalbard (UNIS), focusing on the Arctic context.
METHODS: We used a qualitative, exploratory design, conducting semi structured interviews and focus groups with students and staff at UNIS.
RESULTS: We identified four themes: Arctic isolation, nature as the learning environment, belonging and identity, and extended roles. Participants emphasized strong field‑based pedagogy, high motivation, and close student-staff bonds that foster learning and belonging. Simultaneously, geographic isolation, seasonal variability, logistical constraints , and limited local mental‑health services amplifies challenges. Staff frequently adopt extended caregiving roles without formal training, blurring boundaries and increasing workload. Participants expressed a need for on‑site psychological services, targeted staff training, clearer role definitions, and a focus on mental health promotion.
CONCLUSION: UNIS has engaged staff and motivated students, and the environment foster valuable learning opportunities. Simultaneously, there are some important psychosocial vulnerabilities. A whole‑university approach combining on-site support services, staff development, and embedded mental health promotion would better safeguard student well-being and sustain learning outcomes.