Existential Sustainability For Twin Transition in Finnish and Danish Applied Business Education

This article explores the concept of existential sustainability in applied education within the twin transition context. Drawing on collaborative experiences from Finnish Xamk and Danish UCL, we highlight how integrating human social and existential aspects can enhance the impact of sustainability initiatives for students and teachers. International practical examples demonstrate that fostering an “outside-the-box” mindset and cross-disciplinary collaboration supports better innovation results in applied higher education. We argue that genuine sustainable development requires moving beyond traditional environmental and economic goals to address the complex socio-existential realities in a rapidly changing twin-transition world.