Masteruppsatser (IDPP)
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Item Sustainability Through Peer Learning: Strengthening Social Responsibility in Architecture(2025-09-29) Tausif, Saliha; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: This thesis aims to explore the views of undergraduate architectural students about Social Responsibility and peer learning as a tool to enhance their understanding of social responsibility in architectural education. The students' views are the centre of research, conducted through online focus group interviews with third-year architectural students. Theory: Dewey’s theory highlights that learning is not just about memorizing theories. It is more about diving in, getting your own experience, and reflecting on those experiences. He believed that real education comes from hands-on experiences and collaborating with others. This idea supports the study findings about peer learning as a pedagogical approach. Method: I adopted the qualitative research method for the thesis. The study used online focus group interviews, asking open-ended questions alongside a hands-on activity for the third-year architectural students at Indian Universities. The methodology helped gain insights into the students' thoughts and feelings and their views on SR and peer learning. Results: After the interviews, I did a thematic analysis of the transcripts. Six primary themes emerged from the study: 1) Core principles of Social Responsibility, 2) Social Responsibility in architectural practice, 3) Importance of social responsibility in architectural practice, 4) Peer learning mechanism, 5) Peer learning, Collaborative vs solo work, and Ideal vs Practical 6) Applied social responsibility. These themes reveal how students see social responsibility as a fundamental aspect of architecture. The responses highlighted ethical awareness, peer learning as a valuable tool in architectural education, and how these views might shape future professional practice.Item Peace Education for Conflict Prevention: An Analysis of the Palestinian School Books(2025-09-29) Krasnova, Diana; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: This thesis investigates how the Palestinian school books reflect and reproduce narratives related to identity, conflict, and peace. By focusing on themes such as patriotism, nationalism, suffering, exile, refugees, tolerance, and hope for the future, the study aims to assess whether the textbooks foster reconciliation and peace education or perpetuates conflictual worldviews. The research is situated within the broader debate on the role of education in protracted conflicts and its contribution to sustainable peace. Theory: The analysis draws on three main theoretical frameworks: Social Identity Theory (Tajfel & Turner), Collective Memory and Historical Narratives (Bar-Tal), and Postcolonial Theory (Said, Bhabha, Fanon). These perspectives are further complemented by Conflict Transformation Theory (Lederach), which highlights how education may contribute to transforming structures and relationships that sustain violence. Together, these theories provide tools to analyse how narratives are constructed, how the “Other” is represented, and whether the textbooks open possibilities for coexistence. Method: Author has analysed 35 Palestinian textbooks (grades 1–12) using content and discourse analysis. Narratives were identified and categorized thematically, then interpreted through the selected theoretical frameworks. The research did not include Israeli curricula or textbooks, which limits comparative conclusions, though previous scholarship indicates that both Palestinian and Israeli textbooks require improvements in terms of peace education. Results: Palestinian textbooks emphasizes narratives of patriotism, resistance, and collective suffering, while strongly framing national identity in opposition to Zionism and occupation. Elements of tolerance and hope for the future are present but limited, often overshadowed by narratives of victimhood and displacement. While the textbooksstrengthens collective identity under conditions of occupation and international law violations, it simultaneously risks reinforcing divisions and sustaining conflict memory. For peace education to advance, the textbooks would need to balance recognition of historical injustices with reconciliation-oriented narratives that acknowledge mutual humanity and open pathways to coexistence.Item BEDÖMNING AV KUNSKAPER OM SYSTEMATISKA UNDERSÖKNINGAR I NATURVETENSKAP(2025-09-26) Börjesson, Git; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: Teachers working in the Swedish Compulsory School are facing challenges regarding assessment overall and particular in assessing knowledge in Scientific Inuiry (Systematisk undersökning i naturvetenskap). The object of this research project is a quantitative method of assessment called Cognitive Diagnostic Assessment combined with Cognitive Diagnostic Models (CDA/CDM). The aim of the project is to examine if well enough measure regarding reliability of the method, is reachable with sample size originating from an ordinary Swedish classroom. The aim is also to examine what diagnostic information about the students knowledge a teacher might get from a CDA/CDM, in the context of Scientific Inquiry. Theory: Cognitivism describes learning as constructing structures that in turn impacts our thinking. The structures are unobservable, but we can observe signs of those structures. Knowledge is regarded as a latent variable. We cannot measure knowledge as we can measure shoe size, instead we must measure signs of knowledge. Psychometrics are ways of measure signs of latent variables. Cognitivism interacts with psychometrics in CDA to seek knowledge about a person´s true knowledge. Method: The aim of this research project is to examine the assessment method CDA/CDM but at the same time CDA/CDM is the method of the project. The CDA/CDM is conducted using the software RStudio with the package ”GDINA”. Both statistics and knowledge in subject matter didactics in science education are used to analyse the results generated in RStudio. Results: This research project shows that the method CDA/CDM generate well enough measurement regarding model fit and item fit with small samples (as in the classroom) if the actual sample is supplemented with simulated data. The results also indicate that this particular CDA/CDM only can be applied to the group of students, not to the individual student. In regard to this particular CDA/CDM it turned out the students could benefit from education concerning the design of a scientific inquiry (undersökningsdesign) and the concept of researchable question.Item Should we Call Annie? - A mixed-methods intervention study examining the impact of one chatbot on the vocabulary acquisition of upper secondary students in Sweden(2025-09-25) Olsson, Joakim; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim The primary aim of this thesis is to investigate whether the use of a generative AI chatbot – the embodied conversational agent Call Annie – has a significant (positive) effect on Swedish upper secondary students' contextual vocabulary acquisition over time, compared to a more traditional instructional approach. In addition, the study explores potential correlations between quantitative outcomes and qualitative data derived from mid-intervention observations and a post-intervention survey on attitudes toward the chatbot. Enhanced fluency and pronunciation are expected to be perceived byproducts of the verbal interaction with Call Annie. Theory The theoretical framework of the thesis is anchored in Communicative Language Teaching (CLT) and Task-based Language Teaching (TBLT), with specifically designed intervention tasks being employed to promote vocabulary acquisition. In order to facilitate the process, Call Annie is prompted to engage in negotiation of meaning, assuming the role as a more knowledgeable other person, subsequently providing the students with comprehensible input via meaningful conversations. Method The thesis utilizes a mixed-methods design, which consists of quantitative evaluation research and qualitative explanatory research. During an intervention, two groups are subjected to five tasks and five tests, with a subsequent delayed post-test. While the experimental group (n = 31) are instructed to solve the tasks by interacting with Call Annie, the instructional method in the control group (n = 27) is more traditional. In an effort to find potential correlations, observations made during the intervention are eventually compared to both the statistical results and the participants' answers to a brief survey, via a reflexive thematic analysis. Results Even though both groups had a significant increase in vocabulary scores, p < .001, from pre-test to delayed post-test, an ANCOVA revealed no significant difference between the experimental and control groups, F(1, 35) = 1.35, p = .25, suggesting that the instructional method accounted for a small proportion of the variance in delayed post-test scores. The findings indicate that AI-supported learning through Call Annie is at least equivalent to traditional instruction, suggesting its viability as an alternative pedagogical approach rather than a superior or inferior one.Item RETHINKING TEACHER EDUCATION THROUGH GLOBAL CITIZENSHIP EDUCATION - A GROUNDBREAKING APPROACH TO LGBTQIA+ INCLUSION IN AN ITALIAN CONTEXT(2025-08-11) Leone, Simone; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: The study aims to examine how newly qualified secondary school teachers in Humanities and Literary Disciplines, who completed their training at a university in north-eastern Italy, perceive their preparedness to address LGBTQIA+ topics in the classroom. It also investigates their views on how Global Citizenship Education can serve as a framework to promote LGBTQIA+ inclusion and what changes they recommend in teacher education to better support inclusive pedagogies. Theory: The research draws on Judith Butler’s Queer Theory—particularly her concepts of gender performativity, precariousness, and the heterosexual matrix—and Pierre Bourdieu’s critical sociology, focusing on habitus, symbolic violence, field, and capital. The integration of these theories enables a dual focus on how normative discourses and institutional structures shape (and constrain) teachers’ practices and identities. Method: The study adopts a qualitative approach based on in-depth, semi-structured interviews with seven newly qualified secondary teachers in Humanities disciplines. Interviews were conducted in person or online and analysed through thematic content analysis using NVivo. A non-probability sampling strategy combining convenience and snowball sampling was employed to recruit participants. Results: Participants reported a widespread absence of structured training on LGBTQIA+ inclusion within their teacher education programmes. They described feelings of unpreparedness, institutional silence, and fear of parental or administrative backlash. However, many showed personal commitment and engaged in self-directed learning. The results highlight how geography, school type, and institutional culture shape inclusion efforts. Teachers identified Global Citizenship Education as a potentially valuable but underutilised framework, calling for its integration into formal curricula to support equity, diversity, and human rights.Item SUSTAINABILITY IN BUSINESS EDUCATION FOSTERING SUSTAINABLE DEVELOPMENT? TEACHING/LEARNING PRACTICES(2025-08-05) Zamora, Soledad; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: To explore the perceptions of academics, university managers, and business students from international Swedish business schools on how sustainability issues are addressed in business education through teaching/learning practices. Theory: The theoretical framework used for this research project is the democratic paradox of environmental and sustainability education (ESE) by Van Poeck et al., (2016). This theory contributes to understand the paradigm of normative vs. pluralistic pedagogical approaches in teaching/learning sustainability issues in business education. Method: A qualitative approach was used in the form of an interview study. The instruments to collect empirical data were semi-structured interviews. The participants were academics, university managers and business students. The scope covered three international business schools in Sweden, having sustainability as part of their vision, mission, pedagogical strategies, education and research activities. Results: The results show the perceptions of academics, university managers, and business students on unsustainable business practices; the different teaching/learning pedagogical practices when addressing sustainability issues in business education (normatively or pluralistically); and the limitations, challenges and opportunities in including more sustainable mindsets in business education. In the same level, this research project highlights some key elements hardly addressed in business education, e.g. climate change, biodiversity loss, human rights and gender equality. Likewise, the results provide new empirical insights on how academics, university managers and international business students deal with sustainability issues in business education in a more open, flexible and innovative perspective at three international business schools in Sweden.Item LEARNING FOR THE FUTURE IN CROSS-SECTOR COLLABORATION: EXPLORING THE POTENTIAL TO ACCELERATE EDUCATION FOR SUSTAINABLE DEVELOPMENT IN UNINTENDED LEARNING PLATFORMS(2025-08-04) Castro Niklasdotter, Alma; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: This study aims to investigate whether and how Swedish cross-sector collaborations for preparedness and regional development may beyond their operational function contribute to the development of competencies identified as crucial for addressing future challenges. Theory: The theoretical framework builds on transformative learning theory, the UNESCO (2017) framework for sustainability competence and futures literacy (Vinnova, 2024). This interdisciplinary framework allows the study to connect informal learning processes in professional settings to previously identified competence needs for sustainable and resilient societies. Method: A qualitative research design was applied, and semi-structured interviews were conducted with 11 professionals from public and private sector organizations, all engaged in cross-sector collaborations. The material was analyzed through directed content analysis, using the sustainability competencies as predetermined coding categories to identify patterns of learning described by participants. Results: Findings indicate that several sustainability competencies were present to varying degrees in participants' reflections. Most prominent were collaboration, systems thinking, strategic, and anticipatory competencies, some of which align with the futures literacy concept. Moreover, a potential addition to the framework was identified and named community awareness. Results suggest that cross-sector collaborations can support informal learning and competence development relevant to future societal challenges, even when such outcomes are not explicitly intended.Item WHAT ART CAN DO - LEARNING WITH ART AS A PROCESS OF COLLECTIVE REPAIR AND FUTURE MAKING IN TIMES OF CONFLICT AND RECONSTRUCTION(2025-08-04) Hifzy, Khuloud; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: To investigate how Syrian artistic practices (SAP), developed during and after the conflict, afford resilience and contribute to informal sustainability education in transitional contexts. Theory: Affordance Theory and Resilience Theory are used to illuminate how AP enable learning, adaptation, and collective repair. AT is used to analyze the action possibilities embedded in AP; RT frames these practices as cultural infrastructures that sustain communities through disruption. Together, they offer an understanding of art as a site of meaning-making, resistance, and future oriented sustainability learning. Method: A qualitative, case study methodology informed by arts-based inquiry was employed to analyze seven Syrian artistic initiatives. The research drew on visual and textual data from digital archives, artist media, and public documentation. A tripartite analytical framework, Artistic Affordances → Resilience Pathways → ESD Learning Potentials, guided the analysis. The study integrates reflexivity and ethical sensitivity throughout, recognizing the political, affective, and representational dimensions of research in post-conflict settings. Results: The analysis reveals that SAP afford multiple, overlapping modes of transformation. Materially, they repurpose scarcity into symbolic acts of reclamation. Socially, they create communal spaces for storytelling, care, and intergenerational learning. Epistemically, they sustain alternative, culturally rooted ways of knowing. Pedagogically, these practices align with ESD by fostering experiential, affective, and critically engaged learning. Collectively, they function as infrastructures of resilience and informal education in times of rupture and reconstruction.Item The perceptions and educational activities of elementary-school teachers regarding the problem of solid waste: a qualitative research in Greece(2025-08-04) Zaraveli, Maria; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: The present thesis aims to investigate and describe the way that teachers, working in elementary schools in Greece, perceive the sustainability problem of solid waste, as well as the educational activities that they conduct to address this problem with their students. Having this aim, the research that was conducted in the context of this thesis sought to answer the following two research questions (RQs): ―What are the perceptions of educators who work and teach in elementary schools in Greece about ESD and the topic of waste?‖ (RQ1), and ―What educational activities do elementary-school teachers apply in their teaching with their students about the topic of waste?‖ (RQ2) Theory: The theoretical framework of the present thesis includes the educational theory of Critical Pedagogy (Freire, 2000/1970; Giroux, 2020), which proposes a learnercentred approach to learning, a problem-posing approach to teaching, reflective dialogue and action regarding the various phenomena, structures and issues of everyday life. One such issue is the creation of solid waste materials by humans. Method: Interviewing in qualitative research (Bryman, 2016) is the methodology that was applied to explore the two research questions of the thesis. Ten, one to one, semistructured interviews were conducted with Greek elementary-school teachers in person or via Zoom in Greek language, with their written consent. Each interview lasted forty minutes and were organised through the use of an interview guide. Ten transcriptions were written in Greek language through the method of intelligent verbatim (Knott et al., 2022). The data analysis followed the six-step guidelines of Reflexive Thematic Analysis (RTA) and resulted in ten themes (Byrne, 2022). Results: The results indicated that the participants of the present study were aware of the framework of ESD and mainly focused on its environmental dimension. Overall, the participants perceived the creation of solid waste as a significant sustainability problem and connected it with the social practice of over-consumption. Moreover, most of the participants frequently included the issue of waste in their teaching and encouraged their students’ participation. In addition, the results showed that the participants conducted a variety of in-class and whole-school activities to facilitate their students’ awareness, to encourage them to take action and to make connections with the Greek curricula.Item IMPLEMENTATION OF EDUCATION FOR SUSTAINABLE DEVELOPMENT IN PHYSICAL EDUCATION IN HUNGARY: TEACHERS’ SELF-REPORTED PROFESSIONAL ACTION COMPETENCE(2025-08-04) Szergejev, Natalia; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: The purpose of the study is to explore the factors that shape and influence teachers’ self-perceived professional action competence in implementing education for sustainable development in the context of physical education in Hungary. It is aimed to particularly focus on how this may be related to teachers’ demographic background, as well as self-reported sustainability consciousness and self-reported integration of sustainability perspectives into their teaching practice. Theory: This study is guided by the Professional Action Competence framework, which integrates action – understood as intentional, change-oriented behaviour – with the competence needed to enact it in professional contexts. The study adopts a framework conceptualised through three key dimensions: self-efficacy, perceived pedagogical content knowledge, and willingness (Sass et al., 2022). The theory provides an analytical lens for examining how teachers’ capabilities and motivation to implement education for sustainable development is shaped. Method: This quantitative study employed a cross-sectional survey design to examine teachers’ self-reported sustainability consciousness, self-perceived professional action competence and their self-assessment of the alignment of their physical education lessons with sustainable development themes. Data were collected via an online questionnaire comprising the Physical Education for Sustainable Development, the short version of the Sustainability Consciousness, and the Professional Action Competence in Education for Sustainable Development questionnaires. Results: The results indicate that self-reported Sustainability Behaviours might collectively shape all dimensions of one’s self-perceived professional action competence in ESD in physical education. This suggests that teachers’ personal or professional experiences may develop stronger beliefs in their capabilities to integrate sustainability in their PE lessons. Furthermore, the strong association between self-efficacy and perceived pedagogical content knowledge suggests that a teacher who feels more confident in their ability to implement ESD in physical education is more likely to also perceive themselves as more capable to do so. The results also support previous findings that self-efficacy, pedagogical knowledge, and willingness are interdependent. Regarding demographic factors, the smallest differences in professional action competence scores can be observed between gender groups. the most substantial variation in professional action competence scores can be found across different institute types and settlement types.Item HOW COME WE DON’T HAVE A GLOBAL REPORT ON ESD? A COMPARATIVE ANALYSIS OF INTERNATIONAL EDUCATION POLICY DOCUMENTS IN SUSTAINABLE DEVELOPMENT(2025-08-04) Fernández Palacio, Ana; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: This thesis aims to critically examine how Education for Sustainable Development (ESD) is represented in key international education policy reports and documents. It focuses on identifying gaps and limitations and explores how these documents can be made more inclusive and comprehensive, in response to global sustainability challenges. Theory: All analysis in this thesis is guided by three theoretical perspectives. Critical theory provides an insightful lens through which to examine how inclusivity, ecological justice, and participation are represented in the policy documents. Posthumanist theories offer a valuable viewpoint by drawing attention to the degree of anthropocentrism, the emphasis on interconnectedness, and the role of human-nature relationships within the texts. Finally, experiential learning serves as a practical framework to assess the extent to which the reports prioritize student voices and emphasize meaningful, hands-on engagement with sustainability. While these three theories share some overlapping concerns, each contributes a distinct perspective that enriches the overall analysis. Method: A qualitative, comparative research design is employed to analyze two major international policy documents: UNESCO’s Education for Sustainable Development: A Roadmap (2020) and Eurydice: Learning for Sustainability in Europe (2024); as well as a supporting document: UNESCO Education for Sustainable Development Goals: Learning Objectives (2017). The documents are examined for inclusivity, comprehensiveness, and their capacity to support transformative and context-sensitive educational practices. Results: The analysis revealed key gaps in global ESD frameworks, including failure to address the tension between economic growth and environmental sustainability, limited attention to Indigenous knowledge, and a lack of ecological humility. Student-centered, developmentally appropriate learning and hands-on engagement are largely absent, reflecting a top-down approach. Additionally, the focus on SDGs overlooks cultural diversity and systemic inequalities. Without addressing these issues, ESD reporting risks falling short of its potential to drive deep, systemic educational and ecological transformationItem EMPLOYEE ENGAGEMENT FOR A SUSTAINABLE FUTURE: EXPLORING NEEDS AND EXPECTATIONS FOR TAILORED PROGRAMS IN SEVEN SWISS ORGANIZATIONS – AN INTERVIEW STUDY(2025-08-04) Bärtsch, Alessia Simona; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: This study analyses the challenges and expectations of companies in Switzerland regarding employee engagement in sustainability initiatives. Given the growing importance of sustainable development and the role of companies, the research aims to identify how programmes can promote employee engagement and thus contribute to the achievement of the UN SDGs. Theory: Theoretically it is based on Kotter’s Model of Organizational Change revisited by Appelbaum et al. (2012) and Transformative Learning Theory (Mezirow, 1996; 2003). This provides a structured approach to implementing change in organisations, with emphasising the need for individuals to critically question and transform their mind and behaviour to achieve sustainable change. Method: The research uses a qualitative methodology based on semi-structured interviews with company representatives. These interviews allow to gain deeper insights into the experiences and perspectives of companies and to identify challenges as well as success factors of existing programmes. Results: The results show that organisations need effective communication strategies and knowledge transfer to motivate and engage employees. It highlights the importance of flexible, adaptable programmes that combine digital and analogue elements to reach a broad audience. The analysis of the interviews suggests that existing programmes often fail in terms of practical implementation as they are not sufficiently tailored to the specific needs of companies.Item INTEGRATING EDUCATION FOR SUSTAINABLE DEVELOPMENT IN ORGANISATIONAL LEARNING: A CONTENT ANALYSIS OF COMMUNITY PROGRAMS OF TWO CORPORATIONS IN SWEDEN(2025-08-04) Jean Ventura Söderberg, Paula; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: This study analyses how Swedish multinationals IKEA and Volvo embed sustainability in their corporate strategies through community programs, focusing on collaborative strategybuilding, knowledge sharing, and positive social and economic impact. Theory: The study applies Education and Sustainable Development (ESD), Actor Network Theory (ANT), and Community of Practice (CoP) frameworks to explore how sustainability is integrated into organisational learning and community programs. ESD views sustainability education as participatory knowledge sharing; ANT examines networks of human and nonhuman actors; CoP focuses on collective learning in communities. Combined, these helps analyse how IKEA and Volvo operationalise sustainability aligned with Sustainability Development Goals (SDGs). Method: Using a comparative case study approach, the research analyses IKEA and Volvo’s 2022– 2024 sustainability reports through manifest and latent content analysis. Thematic coding focused on concepts like community programs, network building, and SDG alignment. AIassisted scanning together with manual review was used to achieve rigor in coding and thematizing document data in line with the research questions. Results: IKEA and Volvo both integrate sustainability into their community programs, but with distinct approaches. IKEA focuses on social equity, human rights, and inclusion, aiding vulnerable groups through social entrepreneurship and partnerships with organisations. Volvo prioritises governance, education, vocational training, and supply chain sustainability through formal stakeholder dialogues. Both companies align with SDGs, including quality education, gender equality, decent work, and reduced inequalities. Challenges include knowledge sharing barriers, cultural differences, and transparency. Recommendations involve improving inclusion, formalising boundary spanners, integrating behavioural science, and addressing emerging issues like digital ethics and climate resilience.Item HUR BEDÖMER BILDLÄRARE LIKVÄRDIGT PÅ ESTETPROGRAMMET? - Identifiering av olika diskursiva praktiker(2025-06-02) Malmqvist, Emmeli; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: Visual arts teachers might seem to assess and grade different in upper second ary school in Sweden. Depending on school and teacher it may seem like as sessment and grading sometimes are arbitrary, despite the School board’s guidelines and governing documents about equivalence. There was a know ledge gap which suited for a master thesis to fill with new empirical material. Theory: The critical discourse analysis and specifically through Fairclough’s three-di mensional framework model with the headings text, discourse practice and dis cursive social-cultural practice, have been used in the thesis. Method: Five visual arts teachers have been interviewed about their assessment- and grading practitioner, in relation to the governing documents. They have also contributed with assessment and grading of a fictive image task, and submitted an image assignment authored by themselves. Results: The five visual arts teachers represent and practice five different discourses: Ardent discourse, Accurate discourse, Distinct discourse, Reluctant discourse and Intuitive discourse. These correspond to five different strategies for as sessing and grading in the upper secondary school. None of the extremes is ad vocated but instead the middle way Distinct discourse, which includes both the theoretical correctness and a practical artistry. This, plus cooperation between visual arts teachers, seem to be the best way of reaching equivalence in assess ment and gradingItem IMPACT OF LIFE CYCLE ASSESSMENT-BASED EDUCATION ON SUSTAINABLE DECISION-MAKING AN INTERVENTION STUDY WITH PROFESSIONALS IN WIND AND SOLAR TECHNOLOGY FIRMS(2025-03-03) Siakoulis, Orestis; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: The purpose of this study is to develop and implement an educational program designed to empower professionals in the wind and solar energy industry to make knowledge-based sustainable decisions. The program achieves this by identifying the climate change and global warming impacts of wind and solar energy projects using the Life Cycle Assessment (LCA) methodology. The learning outcomes of the program are analysed through the lens of post-humanistic ecology. Theory: This study is grounded in an integrated conceptual framework based on the theories of transformative learning and post-humanist ecology. Transformative learning theory is the learning process based on the idea that learners can critically adjust their beliefs and perspectives based on new information and is utilized as the guideline of the educational program structure and approach. The post-humanistic ecology which doubts the dominant anthropocentric perspective and promotes the holistic view of the entanglement of humans, non-human entities and the environment, works as the base theory for analysing the learning outcomes. Method: This study adopts a qualitative approach, employing an intervention study design where an educational program is developed and implemented for professionals in the wind and solar energy sector. The methodology integrates content analysis and thematic analysis to gather and categorize data on climate change and global warming impacts in wind and solar technologies through LCA. The collected data are then organized into tables, highlighting the key findings. Additionally, the study includes the use of pre- and post-intervention questionnaires to capture participant feedback on their knowledge and decision-making abilities. Results: Greenhouse gas (GHG) emissions intensity (gCO2-eq./kWh) is higher in solar technology compared to wind technology. Among the five life cycle phases of wind and solar power projects, the Manufacturing phase contributes the highest GHG emissions intensity, while the Decommissioning phase shows the lowest GHG emissions intensity. The remaining phases - Construction, Operation and Maintenance, and Transportation - exhibit varying levels of GHG emissions intensity, with their ranking shifting depending on the specific power project. Moreover, educational program participants enhanced their knowledge of LCA application in wind and solar power projects and developed critical skills for sustainable decision-making in their daily work. Lastly, analysed from a post-humanistic ecology perspective, the educational program fostered a broader awareness of the interconnections between humans and their activities and non-human entities and ecosystems.Item EDUCATIONAL CORRELATES OF SELF-EFFICACY BELIEFS IN IDENTIFYING AND REFERRING CHILD TRAFFICKING VICTIMS - CONTRIBUTIONS TO EDUCATION FOR SUSTAINABLE DEVELOPMENT(2025-02-24) Baltzidis, Eleftherios; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: This study aims to address how demographic and educational factors are correlated with self-efficacy beliefs on identifying and referring child trafficking victims among professionals working with third country nationals in Greece. This research contributes to the field by pinpointing the factors that significantly contribute to practitioners' self-perceived ability to identify and refer child trafficking victims. This study aspires to identify the factors that are correlated with high self-efficacy beliefs and suggest educational strategies for enhancing the capacity of professionals, thereby advancing sustainable development by safeguarding children's rights and well-being. Theory: This study is grounded in Bandura's self-efficacy theory, which posits that individuals’ beliefs in their capabilities significantly correlate with their performance and behaviour (Bandura, 1977). Specifically, this framework examines how practitioners' degree of confidence in identifying and referring Child Trafficking victims is correlated with demographic and educational factors. High self-efficacy, characterised by greater initiative and persistence, is crucial for effectively addressing Child Trafficking. This study aims to identify demographic and educational factors that strengthen practitioners' self-efficacy, aspiring to guide the development of effective training programmes supporting thus sustainability goals set by the United Nations (2024). Method: The current study uses a quantitative approach with self-reported data to investigate the demographic and educational factors correlated with self-efficacy beliefs in identifying and referring Child Trafficking victims. The target group comprises professionals working with third-country nationals and employed in reception and/or asylum centres in Greece. Participants provide demographic information, details on their educational background and professional development, their perceived educational needs for training in Child Trafficking victim identification and referral, and self-report their confidence in identifying and referring Child Trafficking victims. Data analyses involve descriptive statistics, group analysis, correlations, and simple multiple linear regression to explore the underlying relationships and predictors of practitioners' self-perceived capacity in identifying and referring Child Trafficking victims. Results: The study revealed significant group differences in self-efficacy, with participants in interdisciplinary training (M = 2.91) and special CT training (M = 2.79) scoring significantly higher than non-participants (M = 1.96 and M = 2.08, respectively). Positive correlations were observed between self-efficacy and interdisciplinary training, special training, professional development, and knowledge of local laws, international laws, and regional actors. Self-efficacy also correlated positively with perceived preparation from academic education, professional training, and experience, as well as access to resources and Standard Operating Procedures (SOPs). Regression analysis identified professional development training as a significant predictor of self-efficacy, explaining 72% of the variance (R² = 0.75).Item DEN FLERSPRÅKIGA FÖRSKOLAN - Kvalitativ flermetodsstudie av språkande interaktioner i förskolans rutinsituationer(2024-12-12) Rapo, Maja; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: The purpose of this study is to investigate how the curriculum's writings about the development of children's mother tongue are implemented in preschool practice. The investigation was carried out with two different qualitative methods, structured interviews and video observations. It is the teacher's thoughts about the task as well as the teacher's language-supporting actions that are examined. The research data consists of 8 interviews and 19 video recorded observations of meals and circle times. Previous research and investigations have shown that languages other than Swedish are made invisible in preschool and that preschool teachers express uncertainty about the assignment. Unequal opportunities for the children to develop all their languages despite the curriculum's writings make the subject interesting to study. Theory: The investigation uses sociocultural framework. The theory implies that language development and learning take place in social interactions between people where mediating tools are used to understand and act in society. Languages should not be understood as national languages but as sign system. Language is seen from a holistic perspective where society, language, individual and situation interact. Differences in the teacher's attitudes towards other languages are decisive for the languages' inclusion in education. Method: Through thematic analysis of the interviews, the study describes the preschool teachers' interpretations of multilingualism and what it means to support the children in the development of their mother tongue. The investigation also describes which assumptions about language and multilingualism are made by the preschool teachers in the study. With a mixed method where the Early Educational Language Support Activities (ELSA-model) has been used to quantify the occurrence of language supporting actions, these are exemplified with Conversation analysis (CA) excerpts and discussed in relation to previous research and theory. The methods provide different perspectives on multilingual children's terms in preschool. Results: The results of the study show that multilingualism as a concept is interpreted differently by the preschool teachers, from a broad to a narrow interpretation. Who is multilingual and how the preschool finds out seems problematic and is linked to country of origin and ethnicity. The uncertainty and lack of knowledge is also evident in this study and is consistent with previous research results. During the circle times and meals, the teachers carry out lots of language-supporting actions, but the children's other languages are made invisible. English is given a lot of space and is perceived to be an easy language to include in preschool educationItem KAN FLER LÄRA SIG MER? En studie om förändrad undervisning av andragradsfunktioner och andragradsekvationer i gymnasiekursen Ma2b(2024-11-18) Ögnelod, Helen; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: The aim of this master's thesis is to investigate whether changing the order of mathe matical content within the mathematical knowledge included in the course Ma2b could contribute towards improving students’ way of learning as well as becoming more prev alent in solving equations in several ways. By researching what areas students deem hardest and requires the most in terms of work effort is my groundwork for deciding what area the intervention classes will take places as a focus area. Theory: Research both nationally and internationally shows that teaching in algebra for quad ratic functions and quadratic equations generally provides hardships for students learn ing and preforming at national tests. Research also shows that reading comprehension and basic knowledge of mathematical symbols contribute to student’s hardships when it comes to understanding algebra and analysing text problems. To sum it up, they do not know how to solve the questions at hand. Relations between a quadratic equation and a quadratic function is seen in different ways depending on how teachers present them in their lessons. The effects that affect students’ way of learning in a negative way is the methods of solving the tasks (ex. pq-formula) based on textbooks context order, are ironic considered as steppingstone in assigned textbooks materials used frequently by teachers in general. Theoretical back ground: The study is based on mixmethods research with digital surveys for students and teach ers which are analysed quantitatively descriptive and qualitatively, with content analy sis. Interventions as lessons where order of mathematical content change compared to how the order in the textbooks are. Students in the intervention classes are evaluated through a knowledge test where their solutions are compered to solutions of a reference group who took the same test a year before. The result of the tests is compared with the mean value and with a t-test. On the solutions of two key tasks, the groups have been compared with a content analysis. The reference group had the lessons in the order which the textbook followed. Results: This study shows that students think the mathematical content knowledge involving quadratic functions, quadratic equations and quadratic graphs are both hardest to learn and require the most work effort. By changing the order, the mathematical content knowledge. • students were able to improve their learning • and become more prevalent in different ways of solving quadratic equations as well as using graphical representation to support their algebraic solItem Similarities and differences in how social science university students in Sweden - Discerning the concepts of biocentrism and non/anthropocentrism in ESD(2024-10-04) Khayat, Rami Joseph; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: This research study aims to explore the similarities and differences among social science university students in Sweden about the different ways of discerning the concepts of biocentrism and non/anthropocentrism .Which is based on preserving the environment and protecting animal rights in the ecosystem. Moreover, it also discusses how students have been inspired by these concepts from various thoughts, ideologies, or practical experiences and the variation in learning about the concepts of biocentrism and non/anthropocentrism in ESD. Theory: The researcher applied variation theory and phenomenography research method as a conceptual framework, phenomenography is a vital method to explore different ways students see/discern the concepts of biocentrism and non/anthropocentrism in ESD. Variation theory is about the variational in learning in how students might discern the learning about the concepts of biocentrism and non-anthropocentrism towards ESD. Method: The researcher applied a semi-structured interview method in qualitative research to conduct the interviews, with open-ended interview research questions. Additionally, the researcher applied purposive sampling to pick up certain students with prior experiences, education and knowledge about the thesis research’s concepts of biocentrism and non/anthropocentrism. Consequently, the seven-steps method that explores the interviewees' similarities and differences through themes/subthemes. Additionally, ethical considerations have been considered in this research study, including validity, reliability, credibility, and ethical issues. Results: The results revealed the importance of preserving the environment and protecting animal rights and building relationships focused on morals, values, and equality among species in the ecosystem. Therefore, the importance of education to achieve SD. The second theme revealed students' thoughts, inspirations and practical experiences in environmental education, and critical thinking, this also included the non/governmental organizations engaged in the field. The last theme discussed the importance of the variation in learning about the conceptions in ESD from formal and informal education.Item Teachers´ perceptions of education for sustainable development in Swiss schools - A qualitative study on the perspectives on and handlings of demands, resources and motivation(2024-10-04) Egger, Manuela; University of Gothenburg/Department of pedagogical, curricular and professional studies; Göteborgs universitet/Institutionen för didaktik och pedagogisk professionAim: When it comes to Education for Sustainable Development, different actors in education have certain responsibilities. Regarding teachers, not only internal prerequisites such as knowledge, motivation, or attitudes, but also external prerequisites, i.e. given condi-tions in terms of demands or resources play a role to be able to do a good job. Previous quantitative research already revealed valuable findings regarding the perceptions of teachers in Germany (Waltner et al., 2020), whereas this thesis aims to address the lim-itations of the quantitative approach by conducting a qualitative study. Hence, the pur-pose is to understand the nature behind teachers’ perceptions of ESD in their schools in terms of demands, resources, and motivation while going into more detail regarding contextual factors and individual handling of the perceived conditions. Theory: The study is based on the theoretical models Jobs-Demands-Resources by Bakker and Demerouti (2007) and the model of personal growth by Clarke and Hollingsworth (2002). In the JD-R Model, the relations between perceived demands and resources for an individual’s motivation and burden and the respective outcomes are explained. Con-sidering the model for a qualitative study such as in this thesis should enable a deeper understanding of teachers’ perceptions and therefore its applicability in the context of ESD. The model of personal growth by Clarke and Hollingsworth (2002) displays the influential factors of the school context for teacher professional development. Method: The study was investigated in person or via Zoom with semi-structured interviews and the data was analyzed via Qualitative Content Analysis by Mayring (2015; 2000). The sample comprises heterogeneous participants, i.e. 10 Swiss teachers of different ages, gender, experience in teaching, or types of schools. Findings: The findings could be categorized into the headings 1) Making the unconscious con-scious: raising awareness as a need for development, 2) Development of mentalities: contextual factors for attitudes, behavior, and understanding, 3) Staff as role models: shaping ESD culture through individual aspirations, mentalities, motivation, and un-derstandings of sustainability, 4) Top-down approach as a help: demands and resources from above as a resource for more ESD, and 5) Long-term instead of short-term: the need for individual and collective continuous development of ESD. The findings show that teachers experience a big demand for internal motivation and engagement and per-ceive a lack of demands by superiors as a missing resource. Thus, other than in the JD-R Model, demands seem to serve as resources and a top-down approach is wished for. This highlights the potential for an adaptation of the JD-R Model in the context of ESD which could be covered in future quantitative research.