{"id":100260194,"date":"2026-08-28T08:18:57","date_gmt":"2026-08-28T06:18:57","guid":{"rendered":"https:\/\/www.fh-joanneum.at\/?p=100260194"},"modified":"2026-09-04T09:28:47","modified_gmt":"2026-09-04T07:28:47","slug":"from-the-first-drone-flight-to-the-arctic","status":"publish","type":"post","link":"https:\/\/www.fh-joanneum.at\/en\/news\/from-the-first-drone-flight-to-the-arctic\/","title":{"rendered":"From the first drone flight to the Arctic"},"content":{"rendered":"
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\u2013 How the JOANNEUM ARCTIC EXPEDITION TEAM Is Pushing Its Limits<\/h2>\n <\/div>\n\n\n
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What does it actually take to prepare for an expedition to the far north? The answer is: much more than just warm clothing and scientific curiosity.<\/p>\n

For the members of the ARCTIC EXPEDITION TEAM (AET)<\/a> at FH JOANNEUM, preparations began many months before departure. The programme included, amongst other things, practical drone training – including obtaining a drone pilot’s licence – as well as glacier training, during which the students learnt how to use climbing harnesses, ice axes and crampons. Once in Sweden, a first-aid crash course rounded off their preparations.<\/p>\n\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n\n\n

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The drone training took place at the AIRlabs drone test site in Steinalpl and gave the students the opportunity to apply their theoretical knowledge directly in realistic conditions. This training was made possible thanks to the support of Steiermärkische Sparkasse, which accompanied the ARCTIC EXPEDITION TEAM on its journey and thus made an important contribution to the students’ practical training. The aim of all these preparations was to prepare the team as well as possible for the challenges of the expedition.<\/p>\n

Together, they planned and carried out an expedition to the Tarfala Valley in northern Sweden, where the team were guests at the Tarfala Research Station (TRS). The project was developed in collaboration with Stockholm University and combines scientific inquiry, technology, communication and teamwork. It is precisely this interdisciplinary nature that makes the project so special.<\/p>\n

I had the opportunity to speak to Nina Pachner, who is studying journalism and PR and is responsible for communication and reporting within the team. Her role on the expedition is to document it through photography, writing and storytelling. Just a few months earlier, she could never have imagined that she would go on to obtain a drone pilot’s licence as part of the preparations.<\/p>\n\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n\n\n

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More than just drone training<\/h2>\n

“I’d never had anything to do with drones before,”<\/em> she says with a laugh. That’s precisely why the opportunity to learn both the theory and the practical aspects alongside the team was something quite special. At first, the technical content seemed rather daunting – after all, aerodynamics, legal principles and safety regulations aren’t part of the curriculum for a traditional PR degree. But that’s exactly what surprised her: step by step, her initial uncertainty gave way to a genuine understanding. Suddenly, the connections became clear and theory turned into practice.<\/p>\n

Nina was particularly impressed by just how much responsibility is involved in every drone flight. Safety distances, weather conditions, data protection and even consideration for people and animals – there were many aspects she hadn’t even been aware of before. It is precisely this that has fundamentally changed her view of drones and their wide range of applications. Today, she no longer sees them merely as a tool for taking impressive photos and videos, but as a versatile resource with numerous applications – from search and rescue operations to scientific data collection.<\/p>\n

She also remembers her very first flight. What often looks like child’s play from the outside actually demands the utmost concentration. Small movements of the remote control can have major consequences. At the same time, she learnt how important teamwork is during flight operations. Whilst pilots control the drone, other people (visual observers) keep an eye on the airspace, the surroundings and potential hazards. It is only this teamwork that makes a safe operation possible.<\/p>\n\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n\n\n

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Growing together<\/h2>\n

In fact, one idea runs like a common thread through the entire conversation: no one in the ARCTIC EXPEDITION TEAM has to be able to do everything – but everyone supports one another in learning new things.<\/p>\n

Whether it’s drone training, a glacier course or expedition planning: experienced team members pass on their knowledge as a matter of course, different areas of expertise complement one another, and everyone contributes their own strengths. For Nina, this is precisely one of the project’s greatest strengths. She describes an environment where the focus is not on competition but on mutual support. A team in which everyone is there voluntarily, takes on responsibility and works together towards a shared goal.<\/p>\n\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n\n\n

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Diversity as a strength put into practice<\/h2>\n

During our conversation, I couldn’t resist asking one particular question. Anyone who knows me is aware that I’m currently deeply engaged with the issues of gender, diversity and inclusion. Particularly in technical fields, I’m therefore always interested in how people perceive such environments.<\/p>\n

Nina’s answer was all the more heartening. She didn’t speak of obstacles or prejudices – neither during her degree nor within the ARCTIC EXPEDITION TEAM. Instead, she described an environment in which she felt welcome from the very first moment – regardless of the fact that she wasn’t studying aeronautics and had no previous experience with drones. Motivation, team spirit and mutual support are at the heart of it all. The different fields of study are not seen as a source of division, but as a great asset. It is precisely these diverse academic perspectives that make interdisciplinary collaboration possible and give the team its particular strength. It is exactly this natural sense of togetherness that makes FH JOANNEUM a very special place for Nina – and for me too. Inclusion isn’t just talked about here – it’s put into practice.<\/p>\n\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n\n\n

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Yeah, I’ll give it a go!<\/h2>\n

I was particularly moved by her message to future students at the end:<\/p>\n

“You don’t have to know right from the start where your studies will take you. It’s much more important simply to seize opportunities.”<\/em><\/p>\n

Or, as she puts it herself:<\/p>\n

“Yes, I’ll give it a go.”<\/em><\/p>\n

It was precisely this attitude that led to an extraordinary experience for her: together with her team, she was able to set off for northern Sweden and take part in an expedition she’ll probably never forget. Perhaps that is the most important insight from this interview: great adventures sometimes begin with a single small decision.<\/p>\n\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n\n\n

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Swedish Lapland – we’re looking forward to seeing you again!<\/h2>\n

Once again this year, Holger Friehmelt, Head of the Department of Aviation at FH JOANNEUM, was part of the ARCTIC EXPEDITION TEAM and accompanied the students to Swedish Lapland. He returned not only with memories of an impressive landscape, but above all with a sense of enthusiasm for what the students had achieved there.<\/p>\n

The diverse range of student projects, the unique opportunities at the Tarfala Research Station and, not least, the successful collaboration with Stockholm University made the expedition a special experience for him too. This collaboration is by no means set to end with their return to Austria: the partnership that has been forged is to be continued and brought to life in the future as well.
\nOr, to put it in his own words: “Swedish Lapland – we look forward to seeing you again!”<\/em><\/p>\n

And so we can already look forward with anticipation to seeing where the ARCTIC EXPEDITION TEAM’s next expeditions will take them.<\/p>\n

A large part of the expedition’s costs was covered by the European Union’s Erasmus+ programme. To ensure that students can continue to benefit from special projects and experiences like this in the future, the AET is also keen to welcome further sponsors and supporters.<\/p>\n\n <\/div>\n <\/div>\n <\/div>\n<\/div>\n\n\n\n

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