Karlsson, Lina2024-06-202024-06-202024-06-20https://hdl.handle.net/2077/81856In the autumn of 2025, a reform known as Gy25 will be implemented in Swedish upper secondary schools. This reform includes new subject syllabuses with revised central content, the abandonment of the current course system in favor of a division of subjects into levels, and the replacement of course grades with subject grades. In this study, five practicing upper secondary school biology teachers were interviewed to investigate how these changes might impact biology teaching and the students who participate in it. The results reveal that the new central content closely resembles the old one but provides teachers with greater interpretative flexibility, since many details from the current content are no longer explicitly stated. This implies that a teacher's experience could become more significant for future teaching, as an experienced teacher knows which subject content is usually covered, unlike a newly graduated teacher. The results also indicate that the interviewed teachers do not feel the need to significantly change their own subject content, suggesting that there will be no major changes. The division into levels means that the same subject areas will be revisited at both basic and advanced level, which teachers believe will require more time for repetition and make it harder to delve into the material as thoroughly as today. At the same time, repetition could benefit students' learning, and it might be advantageous for them to have developed and matured before tackling the advanced content. The teachers have a positive attitude towards subject grades and believe that it could reduce the stress many students experience today. However, they also see a risk that students might not exert enough effort during the first year, which could impact their chances of achieving high grades at the end of their biology studies.sweGy25, biologiundervisning, ämnesbetygText