Caroline Mary Sarikoski is a first-year Master’s student in Landscape Architecture at the Estonian University of Life Sciences. Originally from the United Kingdom, she has been living and working in Finland for several years, where she previously studied landscape design and horticulture. Today, she combines her studies in Estonia with her generally-seasonal professional life in Finland, travelling between the two countries. This cross-border experience reflects both the international nature of the programme and the flexibility it offers to students with diverse backgrounds.
From English studies to landscape architecture
Caroline’s academic path has not been entirely linear. She first completed a degree in English at York University before discovering her interest in landscape and outdoor environments. While living in Finland, she trained as a landscape gardener and later pursued a bachelor’s degree in landscape design and horticulture. This combination of practical and academic experience naturally led her towards landscape architecture.
“Landscape design and landscape architecture have so much in common,” she explains. “Horticulture focuses more on plants, whereas landscape architecture often deals with larger-scale public spaces. The transition between the two fields feels very logical.”
Choosing Estonia and an international learning environment
Her decision to continue her studies in Estonia was influenced by several factors. The opportunity to study in English, the relatively close distance to Finland, and her long-standing appreciation for Estonia all played a role. Equally important was the international character of the programme.
“There are lecturers from different countries, including England and Germany, as well as Estonia,” she says. “That creates a really interesting and diverse learning environment.”
Personalised learning and skill development
One of the aspects Caroline values most in her studies is the personalised approach to teaching. While lectures provide a foundation in general principles, much of the learning happens through project-based work and individual guidance.
“Each student has a different background and different strengths,” she explains. “For example, I already have a fair knowledge of plants, while others might be better at technical drawing or digital tools. The programme allows you to develop in the areas where you need it most.”
This flexibility is supported by additional courses that help students strengthen specific skills, such as hand-drawing. At times additional courses are offered, such as an opportunity to learn a valued rendering program or landscape photography. According to Caroline, this tailored approach—combined with individual consultations with lecturers—is one of the programme’s greatest strengths.
Balancing studies and student life in Tartu
Although it is possible to follow some courses online, Caroline prefers to be physically present in Tartu. “You don’t get the full benefit if you’re not there,” she says. “You miss discussions, details, and the overall experience.” As a result, she has chosen to spend longer periods in Estonia.“Thankfully, my work is largely seasonal. Apart from some planning and management matters during the winter, both planting and maintenance take place from late spring to early autumn. This has enabled me to concentrate on studying during the quieter months.
Student life in Tartu, she notes, offers a good balance. Although small, the city has cultural interest, is inviting and there are different things to explore. At the same time, the programme itself is demanding, leaving limited time for leisure.
“Landscape architecture requires a lot of individual work if you want to do it properly,” Caroline says. “It’s not something you can approach casually.”
Interdisciplinary learning and future plans
The interdisciplinary nature of the field is another aspect she finds particularly enriching. The programme combines elements of design, engineering, environmental thinking, and the arts. Recent coursework has included topics such as landscape construction, where students consider practical factors like drainage, seasonal changes, and structural durability—especially important in northern climates.
Students may also work on a real-life project. Caroline described a group assignment where they are analysing a specific site and developing design proposals for the area around a new university building. Such projects help bridge the gap between theory and practice.
Her professional background continues to shape how she approaches her studies. Alongside design work, she has hands-on experience maintaining large residential yards, which gives her a deeper understanding of how designs function over time.
“I really value being able to both design and implement,” she says. “Seeing how plants grow and how spaces develop teaches you what works—and what doesn’t.”
Looking ahead, Caroline remains open about her future career path. She is currently focusing on building her portfolio and finding an internship, while considering how to balance studio-based design work with practical, on-site experience.
Reflecting on her studies so far, she highlights two key strengths of the programme: its breadth and its personalised approach.
“It gives you a broad overview of landscape architecture and opens up many different career paths,” she says. “But what really stands out is the individual support you receive. There’s good contact with lecturers who are committed to helping students develop and that makes a real difference in how you learn.”
