"They can smell the 'short-termness' on you". Student learning and sense of belonging in the Arctic.
Student well-being is recognized as central to academic success, yet little is known about how extreme, isolated learning environments may shape this relationship.
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.
We used a qualitative, exploratory design, conducting semi structured interviews and focus groups with students and staff at UNIS.
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.
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.
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.
We used a qualitative, exploratory design, conducting semi structured interviews and focus groups with students and staff at UNIS.
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.
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.